Differences in Academic Achievement by Disciplinary Consequence Assignments for Students with Learning Disabilities: A Within Groups Comparison

Jamie Heintz Benson, JOHN R. SLATE

Abstract


The extent to which in-school suspension and out-of-school suspension assignments was related to the reading and mathematics achievement of Texas Grade 9 students with learning disabilities in the 2008-2009 school year was addressed in this investigation.  Inferential statistical analyses were conducted on Texas statewide data separately for White, Hispanic, and Black students, all of whom were students with a learning disability.  Statistically significant differences were present in the reading and mathematics achievement as a function of whether or not students with learning disabilities were assigned to either an in-school suspension or to an out-of-school suspension.  Students who were assigned to an in-school suspension or to an out-of-school suspension obtained lower reading and mathematics test scores than their same ethnic/racial peers who were not assigned to an in-school suspension or to an out-of-school suspension.  Implications of these findings and recommendations for future research were discussed.

 


Keywords


in-school suspension, out-of-school suspension, Texas, Grade 9 students, Black, Hispanic, White, Learning Disabilities

References


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