School Suspension and Academic Achievement for Tenth and Eleventh Grade Male Students: A Correlational Study
School of Education
Doctor of Education in Educational Leadership (EdD)
Exclusionary Discipline, Zero Tolerance, Academic Achievement, African American Males, School to Jail Pipeline
Education | Educational Leadership
Ferguson, Dante' L. Sr, "School Suspension and Academic Achievement for Tenth and Eleventh Grade Male Students: A Correlational Study" (2018). Doctoral Dissertations and Projects. 1917.
The purpose of this correlational study was to examine the relationship between absenteeism due to suspensions and math and reading scores from the 2016 – 2017 Georgia Milestones Test for tenth and eleventh grade regular education, male students. The focus of this study was on determining if math and reading scores on standardized tests could be predicted by the number of days missed from school due to suspensions using a bivariate regression. A total of 93 male high school students in grades ten and eleven who have received one or more out of school suspensions during the previous school term were randomly selected from 4 high schools in a suburban metro Atlanta school district. A bivariate regression analysis was used in this study. The results of the analysis showed a significant but weak negative correlation between days missed from school due to OSS and EOC analytic geometry and American Literature scores on the Georgia Milestones Assessment. This study may have implications for national school discipline policies in that the data may indicate a need for educational leaders to provide additional training for teachers and policy makers to take a closer look at the negative impact of zero tolerance policies in schools.