CCSD Discipline Analysis Daniel Reschly  Disciplinary Infractions 58 categories used in CCSD Broad range of severity  Analysis by gender and race/ethnicity  Middle and High Schools included  Limitations in data acknowledged throughout Reschly1

Analyses  Statistics used N=Number Risk=Percent of population Relative Risk=Risk of one group compared to the combined risk for other groups Composition Reschly2

Problems with Interpretation of Composition Hispanic students are 15% of the district enrollment, but 30 percent of the discipline infractions. What percent of Hispanics are charged with disciplinary infractions 1% 5% 10% 15%30% 45% Reschly3

4 173 ÷ ( )÷( ) Black Aggressive Behavior Black Population Combined Population for 6 groups=138,812 Combined aggressive Behaviors for 6 groups=424 Relative Risk Determination: Comparing the risk for one group to the combined risk for all other groups (See p. 8-9) 173 ÷ ÷ = 2.7 Relative Risk=2.7

Reschly5 GroupPop N Pop Compo sition % Aggress ive Beh. N RiskRelati ve Risk Compos ition Aggress ive Beh. AI/AK1,3671%5NA 0.8% Asian12,2908%150.1%0.32.5% Black20,74413%1730.8% % Hispanic63,12540%1800.3% % Haw/PI2,0511%8NA 1.3% Two or More 7,0074%300.4%1.25.0% White52,97233%1860.4% % Total159,556100%5970.4% 100%

Infractions Leading to Suspension (note limitation)  Male students overrepresented at >2 in 33 of 58 disciplinary infractions  Females in one (cyber bullying)  Black students in 22 of 58  Hispanic in 2  Other groups not overrepresented Reschly6

Infractions Leading to Suspension (note limitation, See Table 4 and p. 19)  Likelihood of Suspension by Group (Table 4 with summary on p. 19) Hispanic more likely in 6 infractions White students in 5 infractions American Indian/AK Native in 2 infractions Black in 2 infractions ≥2 Groups in 2 infractions Hawaiian/PI in 1 infraction  Summary: Black students have higher rates of infractions, but are not more likely to be suspended than other groups Reschly7

8 Race/Ethnicity Analyses Severe Disciplinary Infractions Race/Eth Disprop RR Race/Eth Disprop RR Violence to School Staff Black4.2 Black3.0 Violence to Student Black3.2 Black4.2 ExtortionBlack6.2 NoneNA ArsonNoneNA Black3.5 Possession of Weapon NoneNA NoneNA Removal Weapon/ Drug NoneNA NoneNA TheftBlack2.7 Black2.6 BatteryBlack3.0 Black4.1 BullyingBlack2.1 NoneNA VandalismNoneNA NoneNA Immoral Conduct Black2.5 NoneNA

School Withdrawal Outcomes  Most serious-involve change of school location and interruption of instruction Mandatory Behavior Program: Moved to alternative education program for 4-9 weeks, can return to original school Expulsion Modified to Conditional Enrollment: Expulsion referral modified to placement in a mandatory behavior program-return to comprehensive campus Expulsion Board Action: Expelled for minimum of 18 weeks, placement in the continuation school, followed by trial enrollment in a comprehensive campus Reschly9

10 Discipline Outcome Race/Eth Disprop RR Gender RR Suspension Black2.2 NoneNA Required Parental Conference Black2.1 NoneNA Mandatory Behavior Program Black2.3 Male2.3 Expulsion to Conditional Enrollment Black2.2 Male2.6 Expulsion by Board Action Black2.7 Male3.6 SWD-Required Behavior Program Black2.3 Male4.4 SWD-Expulsion to Conditional Enrollment Black4.1 Male5.3 SWD-Expulsion Board Action Black5.8 Male6.2 Summary Disciplinary Outcomes Middle and High Schools

Analyses by Disciplinary Outcomes by School Level and CCSD Area  School Level: Generally, disproportionate at both levels by gender and race/ethnicity  CCSD Areas levels of disproportionality were generally consistent, disproportionality by gender and race/ethnicity found consistently in Areas 1, 2, and 3  Substantial overrepresentation of students with disabilities by gender and race/ethnicity Reschly11

Interpretation of Results  Significant Issue Needing Attention!!  Analyze carefully potential explanations  Avoid extreme conclusions and simple explanations Avoid Extremes Reschly12 Blame Kids and Community Blame Schools and Educators

Identify Additional Information and Explore Interventions Needed  Change culture and expectations for both schools/educators and parents/students/community  Prevention and Early Intervention Reading Mathematics Behavior  Explore programs like Positive Behavior Supports and Safe and Civil Schools Reschly13

Limitations of Discipline Outcome Results  Limited to middle and high schools  Do not have reasons for school withdrawal disciplinary outcomes  Desirable to have data by both gender and race/ethnicity for more precise analysis  Summarized only 1 school withdrawal per student, e. g., in mandatory behavior and expulsion-conditional enrollment counted as 1 case  No equal treatment comparison data  Subject to different interpretations Reschly14

Systematic Process of Change  Good baseline data  Goals, systematic improvement over time Challenging, realistic, achievable Public reporting by CCSD units  Alliance of community, students, schools, and teachers required Reschly15

Reschly16 Percent Proficient Baseline: Average of Prior 5 years Goal: Raise Proficiency by 5% per year Figure 5. Mathematics Proficiency Goal and Progress

17 KTG: Initial Sound Fluency Fall to January. Benchmark: Winter KTG 25 sounds correct/min. New KTG Teacher and Traditional Instruction Results for class are not satisfactory Must improve curriculum, instruction or both On all class-wide graphs look at level and progress Water Line Reschly

18 KTG: Initial Sound Fluency Fall to January Benchmark: Winter KTG 25 sounds correct/min. Experienced Teacher Direct Instruction Results for class are satisfactory. Can Use results to assess individual student risk Water Line Reschly

19 Phoneme Seg. Fluency: Jan to May Benchmark: 35 correct New KTG Teacher and Traditional Instruction Results for class are not satisfactory. Must improve curriculum, instruction or both Water Line Reschly

20 Phoneme Seg. Fluency: Jan to May Benchmark: May 35 per minute Experienced Teacher Direct Instruction Results for class are satisfactory. Can Use results to assess individual student risk Water Line