Presentation on theme: "2005-06 Annual Study of Suspensions and Expulsions Department of Public Instruction Agency Operations and Information Management April, 2007."— Presentation transcript:
2005-06 Annual Study of Suspensions and Expulsions Department of Public Instruction Agency Operations and Information Management April, 2007
Data as Information to Improve Schools Data is one of the best tools to measure student learning and guide decision- making to improve schools.
Data as Information to Improve Schools Analyses of STS and LTS counts and rates in the LEAs and schools over time Analyses of intervention programs and their success such as Positive Behavioral Support. ( In progress ) Analyses of counts and rates of UB (Unacceptable Behavior) Acts for schools and LEAs
Using Data to Inform Action School Safety and Climate Section Action Steps: Exceptional Children Division Action Steps: Turn-Around High School Teams Action Steps:
2005-06 Report Highlights (LEAs) While school population increased 2.2% from 2004- 05 to 2005-06, the number of short-term suspensions (1-10 days) increased 4.3%. Long-term suspensions (11 or more days) decreased 1.7%. Total days of suspension increased 7.2%. After decreasing from 353 in 02-03 to 68 in 04-05, expulsions increased to 98 in 05-06 (39.7%).
Suspensions in the LEAs Year Short-Term Suspensions Long-Term Suspensions 2001-02261,9803,459 2002-03282,2403,974 2003-04311,4824,024 2004-05289,7524,016 2005-06302,3033,949
Demographic Trends Male STS rate was 2.4 times higher than rate for females. Male LTS rate was 3.3 times higher than rate for females. American Indian students had the largest STS increase of all ethnic groups, 29.4%. Black students STS and LTS rates were highest, followed by rates for American Indians. 9 th graders were most frequently suspended.
LEA Comparisons and Trends: Reasons for Differences Self-reported data. Data collection personnel changes over time. Different local policies on suspension and expulsion and changes from one year to the next. Differences in interpretation and implementation of policies at school level. Differences in interpretation of how to report data, e.g., ALP placement during a long-term suspension. For 2006-07, DPI has - clarified procedures for reporting data. - implemented a verification process for suspensions and expulsions.
Large Differences in Suspension Rates Among the LEAs STS Rates varied from 0.4 STS per 100 students (Clay County) to 61.4 STS per 100 (Vance County), a factor of over 100. 24 LEAs had zero LTS. Highest rate of LTS was Tyrrell (2.11 per 100, 13 LTS/616 students) followed by Cumberland (1.89 per 100, 981 LTS/51,663 students).
Increases and Decreases in Short-Term Suspensions 14 LEAs had increases of 600 or more STS from 2004-05 to 2005-06. Of these, eight had STS rates higher than the state average. 14 LEAs had decreases of at least 300 or more STS (10) or 20% (4). Of these, ten had STS rates lower than the state average.
LEAs with Increases of 600 or More STS from 2004-05 to 2005-06
LEAs with Decreases of 300 or More STS or 20% from 2004-05 to 2005-06
2-year Trends in Short-Term Suspensions, 2003-04 to 2005-06 12 LEAs had two consecutive years of increases and at least a 30% overall increaseduring a time when STS in the state fell by 3%. 15 LEAs had two consecutive years of decreases plus at least a 10% overall decrease. The LEAs with the three largest % decreases, Asheboro City, Weldon City, and Henderson County, received Positive Behavioral Support training for its schools during the 2003-04 and 2004-05 school years.
Two Consecutive Years of STS Increases & at Least a 30% Overall Increase
Two Consecutive Years of Decreases & at Least a 10% Overall Decrease
Questions / Answers Data and Analyses: Dr. Ken Gattis, Senior Research and Evaluation Coordinator Program Areas: Marguerite Peebles, Section Chief, School Safety and Climate Mary Watson, Director, Exceptional Children Division Pat Ashley, Director, Turn-Around High School Teams
For More Information Ken Gattis (919) 807-4049 email@example.com firstname.lastname@example.org Or Tom Field (919) 807-3705 email@example.com