Abstract: In this study, data on all middle school students in grades 6, 7, and 8 in the State of Texas were analyzed to determine the extent to which students experiencing disciplinary procedures had lower reading and math scores than students who did not experience the same disciplinary procedures. At each grade level, statistically significant differences were yielded in the state assessments in reading and math between students who received the disciplinary placements of in-school suspension, out-of-school suspension, a disciplinary alternative education placement, or expulsion than students who did not receive these disciplinary placements. Interestingly, sixth grade students who received disciplinary consequences outperformed their counterparts who had not received such disciplinary consequences. Gender differences were also yielded between boys and girls who experienced disciplinary placements. Implications of our findings are discussed.
AVAILABLE AT: http://cnx.org/content/m33878/latest/
Keywords: Disciplinary consequences/placements, Gender Differences, Middle School Students, educational leadership