The relationship between student reading grade level and disciplinary referrals

Marsha Blair Gore, Tennessee State University

Abstract

This research explores the relationship between disciplinary referrals and student reading grade level for two tenth grade classes at Lincoln County High School located in Fayetteville, Tennessee. This study included 797 students from the 1999–2000 and 2000–2001 10th-grade classes. This study excluded students who did not take the Tennessee Comprehensive Assessment Program (TCAP) achievement test during their eighth-grade year. Disciplinary referral data were gathered from student disciplinary files. Disciplinary referrals were not delineated by type of referral. Data analysis included demographic student data including gender, ethnicity, and socioeconomic status (as defined by participation in the free- and reduced-lunch program). A low negative correlation was found to exist between disciplinary referrals and student reading grade level. As reading grade level increased, disciplinary referrals decreased. Significant differences between gender, ethnicity, and socioeconomic status were found on reading grade level. Females read at a significantly higher reading grade level. African American students in this study read at a significantly lower grade level than white students. Students who participated in the free and reduced lunch program also read at a significantly lower grade level. Males in this study had significantly more disciplinary referrals than females. No significant differences were found among students' reading achievement, ethnicity, and socioeconomic status on the number of disciplinary referrals. Because the majority of the students were white, this study should be conducted at schools that are more ethnically diverse. This study should also be conducted at the elementary and middle school level to see if the results are similar. A longitudinal study should be conducted to determine if disciplinary referrals are higher for particular incoming classes and what variables differ for these classes. ^

Subject Area

Black Studies|Education, Administration|Education, Guidance and Counseling

Recommended Citation

Marsha Blair Gore, "The relationship between student reading grade level and disciplinary referrals" (2002). ETD Collection for Tennessee State University. Paper AAI3061773.
http://digitalscholarship.tnstate.edu/dissertations/AAI3061773

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