OUT-OF-SCHOOL SUSPENSION AND DIFFERENCES IN READING AND MATHEMATICS ACHIEVEMENT BY GENDER AND ETHNICITY/RACE
Abstract
In this empirical research study, the relationship of out-‐school suspension with the reading and mathematics achievement of Texas Grade 6, 7, and 8 White, Hispanic, and Black boys and girls was examined. Data were provided from the Texas Education Agency for Grades 6, 7, and 8 students for the 2008-2009 and 2010-2011 school years. Statistically significant differences were present in reading and mathematics achievement for Grades 6, 7, and 8 White, Hispanic, and Black boys and girls as a function of out-of-school suspension. In every case, the average reading and mathematics performance was statistically significantly lower for boys and girls who received an out‐of-school suspension than for their peers who did not receive an out‐of-school suspension. Mathematics scores were more adversely influenced than were reading scores.
