Behavior and Long-Term Out-of-School Suspension – The Correlation to Low Sixth Grade Reading Scores

Abstract

Thirty-three ninth and tenth grade regular education students were randomly selected from an alternative high school in Rochester, New York. Many of the subjects were repetitive long-term out-of-school suspended students. All of the students have a history of disruptive behaviors within a public school setting. This qualitative study examines the correlation between long-term out-of-school suspended students to low standardized reading test scores. Therefore, disruptive behavior and low standardized test scores are connected. Additional issues discussed are, the rise in long-term out-of-school suspension and the possible causes for the rise. Some factors contributing to the rise in long-term out-of-school suspensions are changing laws (such as PINS) and higher standards in public schools. The momentum to administer Regents exams to all students and to improve test scores at the same time may additionally contribute to the rise in long-term out-of-school suspensions. The pressure to test all students and improve scores is tremendous. As the demand for improved scores intensifies, it appears that long-term out-of-school suspension increase as well. This study contends that lower standardized reading test scores and long-term out-of-school suspension are connected.