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