Creigh, John Irwin2017-03-102017-03-101979http://hdl.handle.net/10919/76539This study was conducted to serve as a basis for the making of administrative and policy decisions regarding student suspension. Selected personal, academic, and socio-economic characteristics of the 3,472 secondary students suspended by the Fairfax County (Virginia) Public Schools during 1976-77 were analyzed. In addition, selected organizational and demographic features were examined as they related to reasons for types, lengths, and incidence of the 5,504 suspensions administered. Data were obtained from school suspension reports, records, census, and property assessment information. An ex-post-facto, descriptive research design, including analysis of covariance, two-way analysis of variance, and the chi-square, was employed to determine the extent of relationships among variables selected. It was found that length of suspension varied significantly with reason and type. In-school suspensions were shorter than out-of-school suspensions. Unauthorized absenteeism was the most frequent suspendable offense. Significantly more suspensions than expected were reported per thousand students for all reasons at high minority enrollment and high student mobility rate schools. More students per thousand than expected were suspended longer and more often by these same schools as well as sub-school administrative organizations and small size schools. In-school suspension was used more often than expected by open plant design, medium size, and high student mobility rate schools, while out-of-school suspension was employed more often than expected by sub-school administrative organizations, small size, high student mobility rate, and high minority enrollment schools. Analysis of a random sample of 377 suspendees revealed that reasons for, lengths, incidence of suspension, and ethnic group of suspendees varied significantly with days absent. Those students suspended for attendance problems (unauthorized absence) were absent, on the average, more often than those suspended for any other reason while those suspended for drinking/drug offenses averaged fewer days absent. Average days absent ranged from 23.25 for students excluded one day to 32.90 for those suspended five days. In addition, students suspended more than one time were absent, on the average, more often than one-time suspendees. Black suspended students were absent an average of nearly six days more than white and other suspendees. Average days absent were greater for black suspendees than for whites and others. Standard achievement scores of suspendees varied significantly with reasons for, types, and incidence of suspension, in addition to grade level, sex, and ethnic group. The average standard achievement score for those students suspended for disruptive behavior was lower than the average score of those suspended for any other reason, while higher average achievement scores were attained by those excluded for drinking/drug offenses and insubordination. In-school suspendees’ average achievement score was nearly seventeen points higher than that of the out-of-school suspendees. One-time suspendees attained an average achievement score higher than the average scores for those excluded more than once. After adjustment for maturation, achievement scores of suspendees increased with grade level. The highest incidence of suspension was at the eighth and ninth grade levels. Average achievement scores for male suspendees were lower than for females. Female scores increased when adjusted for the effects of grade level, ethnic group, grade-point average, and parent(s)’ educational attainment level(s). Black suspendees’ average achievement scores were lower than whites and others. Recidivism was significantly higher than expected per thousand students for ninth/tenth grade, male, and black student suspensions. The repeat suspension rate for males was more than twice that for females; the rate for blacks was nearly five times the rate for whites and others. Recidivous suspensions for attendance offenses and insubordination were significantly greater than expected. Neither in-school nor out-of-school repeat suspension rates were significantly greater than one-time suspension rates.ix, 139 leavesapplication/pdfen-USIn CopyrightLD5655.V856 1979.C73Student suspensionDissertation