These findings raise caution about the use of ISS, particularly as schools consider using ISS as an alternative to OSS. Accessing and Downloading the HSLS data The data for the analysis presented in this book are from the High School Longitudinal Study of 2009 (HSLS). ERIC - ED565693 - High School Longitudinal Study of 2009 (HSLS:09) Base Year to First Follow-Up Data File Documentation. Further, ISS was associated with lower grade point averages and increased likelihood of high school dropout. Students who were Black, male, of lower socioeconomic status (SES), or placed in special education were significantly more likely to receive ISS. Notice: Base year data collection has closed. ![]() This site is for school staff, parents, and students who are participating in HS&B:22. The sample included 11,860 public high school students, equating to a nationally representative sample of 2,993,918 students upon the application of primary sampling weights for each student and balanced repeated replicate weights to account for students nested in schools. Welcome to HS&B:22 High School and Beyond Longitudinal Study of 2022 (HS&B:22) is a national study of 9th-graders as they progress through high school and beyond. will be prepared as a result of the HS&B:22 data collection (s). The study focuses on understanding students trajectories from the beginning of high school into postsecondary education, the workforce, and beyond. Similar reports, tables, infographics, etc. Here we provide a subset of the results from the predecessor study the High School Longitudinal Study of 2009 (HSLS:09). ![]() ![]() This study examined school and student characteristics that predicted ISS and its links to academic outcomes, using the nationally representative High School Longitudinal Study of 2009. HS&B:22 is the 6th in a series of high school longitudinal studies. National Longitudinal Transition Study-2 (NLTS2) Overview NLTS2 is intended to provide a national picture of the experiences and achievements of students in special education during high school and as they transition from high school to adult life. The sample included 11,860 public high school students, equating to a nationally representative sample of 2,993,918 students upon the application of primary. The negative consequences associated with out-of-school suspension (OSS) are widely recognized, yet its commonly utilized counterpart, in-school suspension (ISS), has received little attention. This study examined school and student characteristics that predicted ISS and its links to academic outcomes, using the nationally representative High School Longitudinal Study of 2009.
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