For this review I sought to understand how the field of education has come to conceptualize and study the relationship between schools and prisons. In doing so, I found that the vast majority of scholars who have studied the relationship(s) between school and prisons have done so within the context of the school to prison pipeline conceptual framework. This review both explores the affordances and contributions of the school to prison pipeline framework, as well as some of the limitations and critiques of the framework when used as the most preeminent frame by which we understand and study the ties between schools and prisons. I examine these limitations by focusing on four principal areas of study within the school to prison pipeline literature: (1) school discipline policies and practices, (2) school-police partnerships, (3) surveillance technologies in schools, and (4) disproportionality. The broader aim of this review is to develop the way we conceptualize the relationships between schools and prisons by building on what we have already learned in using the STPP framework, while also exploring new ways of theorizing and empirically studying the growing relations between schools and prisons.
Studies of student re-enrolment patterns in higher education constitute, along with traditional studies of persistence and dropout, a key element for improving the quality of higher education institutions. However, these studies tend to be limited as they are centred on a single institution, due to the lack of national-scale data sets for monitoring students between different institutions. Using a longitudinal population-based data set provided by the Catalan University Assurance Agency (AQU), which includes information records on 21,473 undergraduate students, this paper aims to develop and test an exploratory model of student re-enrolment, specifically in the Catalan public university system. We are not only interested in student re-enrolment, but also in whether they do so during the first year after dropout or in the same area of knowledge. Results from logistic regression analysis revealed that although most students return to the university system in the first year after dropout, many of these change to a different area of knowledge, which is clear evidence of dysfunctional and inefficient guidance systems and university entrance. Findings provide a more accurate and complete picture of student re-enrolment behaviour and suggest the need to develop targeted policies to improve the efficiency and effectiveness of our university systems. 相似文献