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ERIC Number: ED538292
Record Type: Non-Journal
Publication Date: 2012
Pages: 134
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-2671-8795-6
ISSN: N/A
The Relationship between Out-of-School-Suspension and English Language Arts Achievement of Students from Low Socio-Economic Settings
Lobban, Carol Janet
ProQuest LLC, Ed.D. Dissertation, Walden University
Out-of-school suspension (OSS) links low academic achievement to at risk students. Middle school students in one low socioeconomic urban setting experience lower academic achievement and higher rates of OSS. The purpose of this study was to determine the relationship between students' English Language Arts (ELA) achievement and OSS. Glasser's choice/control theory was used to frame this study. One hundred and twenty-six students enrolled in the 8th grade between 2005-2008 were included in this study. OSS was measured by days and recoded into moderate, high, and excessive OSS groups. Data were analyzed using independent sample t tests to examine mean differences in ELA scores between OSS levels, and ANOVA to test the mean differences in ELA scores by gender, ethnicity, socioeconomic status (SES), and OSS classifications. Pearson correlation was used to confirm a significant, negative association between ELA scores and OSS days within the sample. The independent sample t tests were used to demonstrate significant ELA differences between the moderate and excessive OSS groups. The ANOVA analyses were used to replicate the findings of the t tests and also demonstrate a significant effect for SES; however, no significant ELA differences were observed based on grouping by gender and ethnicity. Findings suggest that students from lower SES and those who experience excessive OSS attain lower ELA scores. It is recommended that the teachers identify students with excessive OSS and recommend them for after school tutoring and mentoring programs. Implications for social change include informing the development of the interventions that target the academic and behavioral needs of students who may otherwise experience failure in school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education; Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A