1. CCSD Discipline Analysis 2010-2011 Daniel Reschly (dan.reschly@vanderbilt.edu)dan.reschly@vanderbilt.edu  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

2. 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

3. 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. 4 173 ÷ 20744 (5+15+180+8+30+186)÷(1367+12290+63125+2051+7007 +52972) 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 ÷ 20744 424 ÷ 138812 = 2.7 Relative Risk=2.7

5. 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%2.729.0% Hispanic63,12540%1800.3%0.730.2% Haw/PI2,0511%8NA 1.3% Two or More 7,0074%300.4%1.25.0% White52,97233%1860.4%0.931.2% Total159,556100%5970.4% 100%

6. 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

7. 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. 8 Race/Ethnicity Analyses Severe Disciplinary Infractions 2009-10 Race/Eth Disprop 09-10 RR 2010-11 Race/Eth Disprop 10-11 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

9. 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. 10 Discipline Outcome 10-11 Race/Eth Disprop 10- 11 RR 10-11 Gender 10- 11 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 2010-2011

11. 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

12. 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

13. 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

14. 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

15. 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

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

17. 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. 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. 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. 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