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Vol.4 , No. 6, Publication Date: Oct. 13, 2017, Page: 52-62
. Statewide data were obtained from the Texas Education Agency Public Education Information Management System on all middle school students for the 2013-2014 through the 2015-2016 school years. Inferential statistical procedures yielded statistically significant differences for all school years examined. For each year, in each grade level, a stair-step effect was present. Students who were Extremely Poor received statistically significantly higher rates of in-school suspension and out-of-school suspension than either students who were Moderately Poor and students who were Not Poor. Students who were Moderately Poor had statistically significantly higher rates of both discipline consequences than students who were Not Poor. Implications are discussed and suggestions for policy and practice are made.&picture=http://www.aascit.org/aascit/decorators/img/journal/910.jpg)
| [1] | Mikia J. Barnes, Spring Independent School District, Spring, USA. |
| [2] | John R. Slate, Department of Educational Leadership, Sam Houston State University, Huntsville, USA. |
| [3] | George W. Moore, Department of Educational Leadership, Sam Houston State University, Huntsville, USA. |
| [4] | Cynthia Martinez-Garcia, Department of Educational Leadership, Sam Houston State University, Huntsville, USA. |
Examined in this study was the extent to which discipline consequence assignments differed by student economic status (i.e., Not Poor, Moderately Poor, or Extremely Poor). Statewide data were obtained from the Texas Education Agency Public Education Information Management System on all middle school students for the 2013-2014 through the 2015-2016 school years. Inferential statistical procedures yielded statistically significant differences for all school years examined. For each year, in each grade level, a stair-step effect was present. Students who were Extremely Poor received statistically significantly higher rates of in-school suspension and out-of-school suspension than either students who were Moderately Poor and students who were Not Poor. Students who were Moderately Poor had statistically significantly higher rates of both discipline consequences than students who were Not Poor. Implications are discussed and suggestions for policy and practice are made.
Keywords
Not Poor, Moderately Poor, Extremely Poor, In-School Suspension, Out-of-School Suspension, Middle School Students
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