earnestyne sullivan, ph.d. prairie view a&m university excerpts of presentation
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An Examination of Suspension and Expulsion Rates of African American Students in Texas: What Can Educators Learn from the Data. Earnestyne Sullivan, Ph.D. Prairie View A&M University Excerpts of Presentation TABSE Conference, Galveston, TX, March 7, 2008. Presentation Outline. - PowerPoint PPT PresentationTRANSCRIPT
Earnestyne Sullivan, Ph.D.
Prairie View A&M University
Excerpts of Presentation
TABSE Conference, Galveston, TX,
March 7, 2008
An Examination of Suspension and Expulsion Rates of African American Students in Texas: What Can
Educators Learn from the Data
Presentation Outline
Zero Tolerance (ZT) PolicyRace/Ethnicity and ZTCritQuant Theoretical FrameworkResults of One Study in TexasCritQuant & Policy AnalysisDiscussion
Introduction
Race/Ethnicity and Zero Tolerance
Zero Tolerance
CritQuant: A Critical Policy Analysis
What can educators learn when
critical race theory and critical
policy analysis are integrated to
evaluate quantitative data related
to the out-of-school suspension and
expulsion rates of students of color?
CritQuant: A Critical Policy Analysis
An evaluation of plans, programs
and/or procedures operating in
public schools that may use
quantitative data in at least one
component of the analysis to
highlight educational inequities that
specifically affect students of color.
Critical Race Theory
Theoretical Framework
Critique of LiberalismDeCuir & Dixson, (2004)
Permanence of RacismBell, (1995); Lawrence, (1995)
Policy Analysis
Lincoln & Guba’s Policy Realities (1986)
Definition
Policy-in-Experience
Policy-in-Action
Policy-in-Intent
Policy-in-Action
Modified
Those implementing the policy could be evaluated.
Capture the knowledge of a target group’s encounters regarding the policy
implementation. Would presume that the nature of the language in
print influences the policy being practiced.
The statistical results of the policy as implemented by those in authority.
Critical Policy Analysis
Chalip’s CPA Model (1995)
Application of CritQuant
Critique the Assumptive Bases of the Problem Definition
Critique the Assumptive Basis of the ZT Policy
Explain Why inadequacies of problem definitions persist
Explain Why the Inadequacies of the ZT Policy Persist
Suggest how the assumptive bases of problem definitions should be corrected
Suggest Why the Assumptive Basis of the ZT Policy Should be Corrected
Identify those facets of social circumstances that require change to
redress social problems
Recognize Instructional/Behavioral Outcomes and Administrative Strategies that Can Change
Design & Methodology
A Quantitative Study that used Chi
Square ( 2) to Determine Statistical
Significance Differences
Non-Experimental or Ex Post Facto
χ2 =Σ[ ](O-E)2
E
χ
Population
Figure 6.2. 2002-2003 Texas’ Public School Enrollment
(TEA, 2005)
Hispanic Americans, 1,818,531,
43%
African Americans, 608,045,
14%
European Americans, 1,693,598,
40%
Native Americans,
13,162, 0%
Asian Americans, 122,485,
3%
Disaggregated Data by Race/Ethnicity
1999-2000 2002-2003
Number Percentage Number Percentage
TOTAL
21,828 100.0 23,318 100.0
TABLE 1 Distribution of Population by Race/Ethnicity for 1999-2000 and 2002-2003
Native Americans 429 2.0 537 2.3
Asian Americans 642 2.9 761 3.3
Hispanic Americans 4,868 22.3 5,338 22.9 African Americans 7,468 34.2 8,285 35.5
European Americans 8,421 38.6 8,397 36.0
TABLE 2 Distribution of Population by Disciplining Action for 1999-2000 and 2002-2003
1999-2000 2002-2003
Number Percentage Number Percentage
Out-of-SchoolSuspension
17,463 80.0 20,015 85.8
Expulsion4,365 20.0 3,303 14.2
TOTAL 21,828 100.0 23,318 100.0
Disaggregated Data by Disciplining Action
Students of Color and the OSS & Expulsion rates in Texas
African American students were statistically more likely to receive out-of-school suspension as a disciplinary action than were other students of color.African American students were statistically more likely to receive expulsion as a disciplinary action than were other students of color.
1999-2000 2002-2003
Observed Frequencies
PercentagesObserved Frequencies
Percentages
Native Americans
396 3.7 522 4.1
Asian Americans
585 5.5 711 5.6
Hispanic Americans
4,002 37.3 4,641 36.4
African Americans
5746 53.6 6682 53.9
TOTAL 10,729 100.0 12,736 100.0
TABLE 3 Out-of-School Suspension Rates of Students of Color for 1999-2000 and 2002-2003
1999-2000 X2=7737.422 2002-2003 X2=9,061.72 df =3 p= .000*** df=3 p=.000*** ***p<.001 ***p<.001
Findings
Data Analysis
1999-2000 2002-2003
Observed Frequencies
PercentagesObserved Frequencies
Percentages
Native Americans
33 1.2 15 .7
Asian Americans
57 2.1 50 2.3
Hispanic Americans
866 32.3 697 31.9
African Americans
1,722 64.3 1,423 65.1
TOTAL 2,678 100.0 2,185 100.0
1999-2000 X2=2877.755 df=3 p=.000*** 2002-2003 X2=2,416.31 df=3 p=.000*** ***p<.001 ***p<.001
TABLE 4Expulsion Rates of Students of Color for 1999-2000 and 2002-2003
Male and Female OSS & Expulsion Rates
Male students of color were more likely to receive out-of-school suspension as a disciplinary action than were their female counterparts.
Generally, male students of color were more likely to be expelled than were their female peers.
1999-2000 2002-2003
ObservedFrequencies
Percentages ObservedFrequencies
Percentages
Male 6,979 65.0 8,047 63.2
Female 3,750 35.0 4,689 36.8
TOTAL 10,729 100.0 12,736 100.0
TABLE 5Out-of-School Suspension Rates of Students of Color for 1999-2000 and 2002-2003
1999-2000 X2=971.80 2002-2003 X2=885.38
df=1 p=.000*** df=1 p=.000*** ***p<.001 ***p<.001
Findings
Data Analysis
TABLE 6Expulsion Rates of Students of Color by Gender for 1999-2000 and 2002-2003
1999-2000 2002-2003
Observed Frequencies
Percentages Observed Frequencies
Percentages
Male 2,008 75.0 1,621 74.2
Female 670 25.0 564 25.8
TOTAL 2,678 100.0 2,185 100.0
1999-2000 X2=668.50 df=1 p=.000*** 2002-2003 X2=511.33 df=1 p=.000*** ***p<.001
***p<.001
Critical Policy Analysis
Explain Why the Inadequacies of the ZT Policy Persist
Critical Quantitative (critquant) Explanation of Inadequacies of ZT Policy
A Critical Policy Analysis
Recognize Instructional/Behavioral Outcomes and Administrative Strategies the Can Change
Considerations for Instructional/Behavioral Outcomes and Administrative Strategies that Can Change