DIFFERENCES IN READING AND MATHEMATICS ACHIEVEMENT BY GENDER AND ETHNICITY/RACE AS A FUNCTION OF IN-SCHOOL SUSPENSION
BRITTNEY LEE HENKEL
Sam Houston State University, USA
JOHN R. SLATE *
Sam Houston State University, USA
CYNTHIA MARTINEZ-GARCIA
Sam Houston State University, USA
*Author to whom correspondence should be addressed.
Abstract
In this investigation, the relationship of in-school suspension with reading and mathematics achievement of Grade 6, 7, and 8 White, Hispanic, and Black boys and girls was examined. Data were obtained from the Texas Education Agency on all Texas middle school students for the 2008-2009 and 2010-2011 school years. Statistical analyses revealed the presence of statistically significant difference, with small to moderate effect sizes, in reading and mathematics as a function of in-school suspension for White, Hispanic, and Black boys and girls. In all cases, average test scores were lower for students who received an in-school suspension than for students who did not receive an in-school suspension. Mathematics scores were more negatively influenced than were reading scores by receipt of in-school suspension.
Keywords: In-school suspension, academic achievement, middle school, ethnic group, disciplinary consequence