DIFFERENCES IN READING AND MATHEMATICS ACHIEVEMENT BY GENDER AND ETHNICITY/RACE AS A FUNCTION OF IN-SCHOOL SUSPENSION

In this investigation, the relationship of in-school suspension with reading and mathematics achievement of Grade 6, 7, and 8 White, Hispanic, and Black boys and girls was examined. Data were obtained from the Texas Education Agency on all Texas middle school students for the 2008-2009 and 2010-2011 school years. Statistical analyses revealed the presence of statistically significant difference, with small to moderate effect sizes, in reading and mathematics as a function of in-school suspension for White, Hispanic, and Black boys and girls. In all cases, average test scores were lower for students who received an in-school suspension than for students who did not receive an in-school suspension. Mathematics scores were more negatively influenced than were reading scores by receipt of in-school suspension.