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Earnestyne Sullivan, Ph.D. Prairie View A&M University Excerpts of Presentation

An Examination of Suspension and Expulsion Rates of African American Students in Texas: What Can Educators Learn from the Data. Earnestyne Sullivan, Ph.D. Prairie View A&M University Excerpts of Presentation TABSE Conference, Galveston, TX, March 7, 2008. Presentation Outline.

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Earnestyne Sullivan, Ph.D. Prairie View A&M University Excerpts of Presentation

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  1. An Examination of Suspension and Expulsion Rates of African American Students in Texas: What Can Educators Learn from the Data Earnestyne Sullivan, Ph.D. Prairie View A&M University Excerpts of Presentation TABSE Conference, Galveston, TX, March 7, 2008

  2. Presentation Outline • Zero Tolerance (ZT) Policy • Race/Ethnicity and ZT • CritQuant • Theoretical Framework • Results of One Study in Texas • CritQuant & Policy Analysis • Discussion

  3. Introduction • Zero Tolerance • Race/Ethnicity and Zero Tolerance

  4. CritQuant: A Critical Policy Analysis • What can educators learn when critical race theory and critical policy analysis are integrated to evaluate quantitative data related to the out-of-school suspension and expulsion rates of students of color?

  5. CritQuant: A Critical Policy Analysis • An evaluation of plans, programs and/or procedures operating in public schools that may use quantitative data in at least one component of the analysis to highlight educational inequities that specifically affect students of color.

  6. Theoretical Framework Critical Race Theory • Permanence of Racism • Bell, (1995); Lawrence, (1995) • Critique of Liberalism • DeCuir & Dixson, (2004)

  7. Policy Analysis Capture the knowledge of a target group’s encounters regarding the policy implementation. Policy-in-Experience Policy-in-Intent Would presume that the nature of the language in print influences the policy being practiced. Policy-in-Action Those implementing the policy could be evaluated. Policy-in-Action Modified The statistical results of the policy as implemented by those in authority.

  8. Critical Policy Analysis

  9. (O-E)2 E χ2 =Σ[ ] Design & Methodology • Non-Experimental or Ex Post Facto • A Quantitative Study that used Chi Square ( 2) to Determine Statistical Significance Differences χ

  10. Population • Figure 6.2.2002-2003 Texas’ Public School Enrollment (TEA, 2005)

  11. Disaggregated Data by Race/Ethnicity TABLE 1 Distribution of Population by Race/Ethnicity for 1999-2000 and 2002-2003 Native Americans 429 2.0 537 2.3 Asian Americans 642 2.9 761 3.3 Hispanic Americans 4,86822.3 5,33822.9 African Americans 7,46834.2 8,28535.5 European Americans 8,421 38.68,397 36.0

  12. Disaggregated Data by Disciplining Action TABLE 2 Distribution of Population by Disciplining Action for 1999-2000 and 2002-2003

  13. TABLE 3 Out-of-School Suspension Rates of Students of Color for 1999-2000 and 2002-2003 Students of Color and the OSS & Expulsion rates in Texas Findings • African American students were statistically more likely to receive out-of-school suspension as a disciplinary action than were other students of color. • African American students were statistically more likely to receive expulsion as a disciplinary action than were other students of color. 1999-2000 X2=7737.422 2002-2003 X2=9,061.72 df =3 p= .000*** df=3 p=.000*** ***p<.001 ***p<.001

  14. Data Analysis TABLE 4 Expulsion Rates of Students of Color for 1999-2000 and 2002-2003 1999-2000 X2=2877.755 df=3 p=.000*** 2002-2003 X2=2,416.31 df=3 p=.000*** ***p<.001 ***p<.001

  15. Male and Female OSS & Expulsion Rates TABLE 5 Out-of-School Suspension Rates of Students of Color for 1999-2000 and 2002-2003 Findings • Male students of color were more likely to receive out-of-school suspension as a disciplinary action than were their female counterparts. • Generally, male students of color were more likely to be expelled than were their female peers. 1999-2000 X2=971.80 2002-2003 X2=885.38 df=1 p=.000***df=1 p=.000*** ***p<.001 ***p<.001

  16. Data Analysis TABLE 6 Expulsion Rates of Students of Color by Gender for 1999-2000 and 2002-2003 1999-2000 X2=668.50 df=1 p=.000*** 2002-2003 X2=511.33 df=1 p=.000*** ***p<.001 ***p<.001

  17. Critical Policy Analysis • Explain Why the Inadequacies of the ZT Policy Persist • Critical Quantitative (critquant) Explanation of Inadequacies of ZT Policy

  18. A Critical Policy Analysis • Recognize Instructional/Behavioral Outcomes and Administrative Strategies the Can Change • Considerations for Instructional/Behavioral Outcomes and Administrative Strategies that Can Change

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