Annual Study of
Suspensions and Expulsions:
2000-2001 Supplement
Short-Term Suspensions
and the
Academic Achievement of Suspended Students
July 2002
Public Schools of North Carolina
State Board of Education/Department of Public Instruction
Office of Instructional and Accountability Services
Division of Accountability Services
Acknowledgements
This is the second report based on the Annual Study of Suspensions and Expulsions
conducted for the 2000-2001 school year by the North Carolina Department of Public
Instruction (NCDPI), Division of Accountability Services, with assistance from the Center for
Urban Affairs and Community Services (CUACS) at North Carolina State University.
Ms. Dee Brewer, former Senior Research and Evaluation Consultant with NCDPI, along
with Dr. Carolyn Cobb, former Chief Consultant of the Evaluation Section at NCDPI, oversaw
survey design and development. Dr. Bradley McMillen, Senior Research and Evaluation
Consultant with NCDPI, oversaw data analysis and the editing and formatting of the final
document. Ms. Andrea Barefoot and Ms. Kathleen Snyder from the CUACS provided technical
assistance to LEAs completing the surveys and monitored data collection and data entry. Ms.
Barefoot and Ms. Alissa Bernholc conducted all analyses contained herein. Dr. Yevonne
Brannon, CUACS, assisted in the coordination of staff and editing the report.
The NCDPI gratefully acknowledges the contributions of LEA and school personnel
who completed the surveys and provided the data for analyses. The surveys were completed
with short timelines and were very labor-intensive. The care and effort to provide the best data
possible are appreciated.
Table of Contents
Executive Summary ...................................................................................................................... i
Key Findings ................................................................................................................................ ii
Introduction .................................................................................................................................. 1
Section 1: LEA Short-Term Suspensions.................................................................................... 3
Section 2: Charter School Short-Term Suspensions ................................................................. 12
Section 3: Academic Achievement ........................................................................................... 20
Appendices
A. North Carolina LEA Roster of 2000-01 Suspensions, Expulsions, and
Disciplinary Alternative Education Placements........................................................... A-1
B. LEA Totals of Short-Term Suspensions by Ethnicity and Gender: 2000-2001 ........... B-1
C. Charter School Totals of Short-Term Suspensions by Ethnicity and Gender:
2000-2001..................................................................................................................... C-1
List of Figures
Section 1
Figure 1.
Figure 2.
Figure 3.
Figure 4.
Figure 5.
Figure 6.
Figure 7.
Figure 8.
Number of Short-Term Suspensions by Gender: 2000-2001 .............................................4
Short-Term Suspension Rates by Gender: 2000-2001 .......................................................5
Number of Short-Term Suspensions by Ethnicity: 2000-2001 ..........................................6
Male Short-Term Suspension Rates by Ethnicity: 2000-2001 ...........................................8
Female Short-Term Suspension Rates by Ethnicity: 2000-2001........................................8
Number of Short-Term Suspensions by Grade Level: 2000-2001 .....................................9
Number of Short-Term Suspensions by Special Status Categories: 2000-2001 ..............10
Number of Short-Term Suspensions by Type of Misconduct: 2000-2001 ......................11
Section 2
Figure 9.
Figure 10.
Figure 11.
Figure 12.
Figure 13.
Charter School Number of Short-Term Suspensions by Gender: 2000-2001 ................12
Charter School Short-Term Suspension Rates by Gender: 2000-2001 ..........................13
Charter School Number of Short-Term Suspensions by Ethnicity: 2000-2001 .............14
Charter School Male Short-Term Suspension Rates by Ethnicity: 2000-2001 ..............16
Charter School Female Short-Term Suspension Rates by Ethnicity: 20002001..................................................................................................................................16
Figure 14. Charter School Number of Short-Term Suspensions by Grade Level: 20002001..................................................................................................................................17
Figure 15. Charter School Number of Short-Term Suspensions by Special Status
Categories: 2000-2001.. ..................................................................................................18
Figure 16. Charter School Number of Short-Term Suspensions by Type of Misconduct:
2000-2001.........................................................................................................................19
Section 3
Figure 17. Percentage of Students Scoring at or Above Grade Level by Suspension
Status and Gender: EOG Reading, Grades 3-8, 2000-2001............................................20
Figure 18. Percentage of Students Scoring at or Above Grade Level by Number of Days
Suspended: EOG Reading, Grades 3-8, 2000-2001........................................................21
Figure 19. Percentage of Students Scoring at or Above Grade Level by Number of Days
Suspended and Gender: EOG Reading, Grades 3-8, 2000-2001 ....................................22
Figure 20. Percentage of Students Scoring at or Above Grade Level by Number of Days
Suspended and Ethnicity: EOG Reading, Grades 3-8, 2000-2001 .................................23
Figure 21. Percentage of Students Scoring at or Above Grade Level by Suspension
Status and Ethnicity: EOG Reading, Grades 3-8, 2000-2001 .........................................23
Figure 22. Percentage of Students Scoring at or Above Grade Level by Number of Days
Suspended and Prior Performance: EOG Reading, Grades 3-8, 2000-2001................... 25
Figure 23. Percentage of Students Scoring at or Above Grade Level by Suspension
Status and Gender: EOG Mathematics, Grades 3-8, 2000-2001.....................................26
Figure 24. Percentage of Students Scoring at or Above Grade Level by Number of Days
Suspended: EOG Mathematics, Grades 3-8, 2000-2001.................................................27
Figure 25. Percentage of Students Scoring at or Above Grade Level by Number of Days
Suspended and Gender: EOG Mathematics, Grades 3-8, 2000-2001 .............................28
Figure 26. Percentage of Students Scoring at or Above Grade Level by Number of Days
Suspended and Ethnicity: EOG Mathematics, Grades 3-8, 2000-2001 ..........................29
Figure 27. Percentage of Students Scoring at or Above Grade Level by Suspension
Status and Ethnicity: EOG Mathematics, Grades 3-8, 2000-2001.................................29
Figure 28. Percentage of Students Scoring at or Above Grade Level by Number of Days
Suspended and Prior Performance: EOG Mathematics, Grades 3-8, 2000-2001 ............ 31
Figure 29. Percentage of Students Scoring at or Above Grade Level by Suspension
Status and Gender: Algebra I, 2000-2001.......................................................................32
Figure 30. Percentage of Students Scoring at or Above Grade Level by Number of Days
Suspended: Algebra I, 2000-2001...................................................................................33
Figure 31. Percentage of Students Scoring at or Above Grade Level by Number of Days
Suspended and Gender: Algebra I, 2000-2001 ...............................................................34
Figure 32. Percentage of Students Scoring at or Above Grade Level by Number of Days
Suspended and Ethnicity: Algebra I, 2000-2001 ............................................................35
Figure 33. Percentage of Students Scoring at or Above Grade Level by Suspension
Status and Ethnicity: Algebra I, 2000-2001 ....................................................................35
Figure 34. Percentage of Students Scoring at or Above Grade Level by Suspension
Status and Gender: Biology, 2000-2001 .........................................................................37
Figure 35. Percentage of Students Scoring at or Above Grade Level by Number of Days
Suspended: Biology, 2000-2001 .....................................................................................38
Figure 36. Percentage of Students Scoring at or Above Grade Level by Number of Days
Suspended and Gender: Biology, 2000-2001..................................................................39
Figure 37. Percentage of Students Scoring at or Above Grade Level by Number of Days
Suspended and Ethnicity: Biology, 2000-2001...............................................................40
Figure 38. Percentage of Students Scoring at or Above Grade Level by Suspension
Status and Ethnicity: Biology, 2000-2001 ......................................................................40
Figure 39. Percentage of Students Scoring at or Above Grade Level by Suspension
Status and Gender: U. S. History, 2000-2001 .................................................................42
Figure 40. Percentage of Students Scoring at or Above Grade Level by Number of Days
Suspended: U. S. History, 2000-2001 .............................................................................43
Figure 41. Percentage of Students Scoring at or Above Grade Level by Number of Days
Suspended and Gender: U. S. History, 2000-2001 .........................................................44
Figure 42. Percentage of Students Scoring at or Above Grade Level by Number of Days
Suspended and Ethnicity: U. S. History, 2000-2001.......................................................45
Figure 43. Percentage of Students Scoring at or Above Grade Level by Suspension
Status and Ethnicity: U. S. History, 2000-2001 ..............................................................45
List of Tables
Table 1. Short-term Suspensions by Ethnicity and Gender: 2000-2001 ............................................7
Table 2. Charter School Short-term Suspensions by Ethnicity and Gender: 2000-2001.................15
Executive Summary
The Annual Study of Suspensions and Expulsions: 2000-2001 was released by the North
Carolina Department of Public Instruction in March of 2002. That report contained analyses of
the numbers of long-term suspensions, expulsions, and alternative learning program placements
from the 2000-2001 school year. The results of that report indicated that each of those indicators
rose significantly between 1999-2000 and 2000-2001, and that certain subgroups of students
(e.g., Black/Multi-racial males, exceptional children) were being suspended, expelled, and placed
in alternative learning programs at disproportionately high rates.
This supplemental report includes further findings related to students who were
suspended from school during the 2000-2001 school year. Specifically, it contains additional
analyses of short-term suspensions (i.e. out-of-school suspensions of 10 days’ duration or less)
that were not available for the March 2002 report. It also contains an analysis of the academic
performance of suspended students during the 2000-2001 school year.
Many of the results of the short-term suspension analysis are virtually identical to the
long-term suspension, expulsion, and alternative learning program placement findings detailed in
the March 2002 report. Because short-term suspension data were collected for the first time in
2000-2001, trend information is not available. However, the magnitude and nature of the
subgroup differences reported here for short-term suspensions parallel the findings of the March
2002 report. Male students, Black/Multi-racial students (particularly Black/Multi-racial males),
ninth graders, and exceptional children all received a disproportionate share of the short-term
suspensions given to students during the 2000-2001 school year.
One of the other important findings in the current analysis is the sheer number of shortterm suspensions given to North Carolina public school students during 2000-2001 –219,423, or
approximately one per every six students. When the durations of these short-term suspensions
are tabulated and combined with the 2,736 long-term suspensions detailed in the March 2002
report, it appears that out-of-school suspensions in 2000-2001 resulted in over 650,000 lost
instructional days for North Carolina public school students.
These lost days of instruction are undoubtedly reflected in the achievement findings
presented in Section 3 of this report. Students who received one or more out-of-school
suspensions during the 2000-2001 school year were less likely to score at or above grade level on
End-of-Grade and End-of Course achievement tests across various subject areas. In addition, the
performance of suspended students on those tests appeared to decline as the total number of days
spent out of school due to suspension increased. It is also noteworthy that these findings were
basically consistent across different ethnic and gender groups. Raising achievement for all
students, as well as closing achievement gaps between various student subgroups, will
undoubtedly require prevention efforts targeted at reducing behaviors that result in suspensions
as well as the provision of appropriate, high-quality instruction to students during their
suspensions to keep them from falling behind. The development and dissemination of effective
strategies in these areas will be essential to ensure that students engaging in undesirable
behaviors – many of whom are also at-risk academically - can still make continuous academic
progress and meet high standards.
i
Key Findings
Section 1: LEA Short-Term Suspensions
Number of Short-Term Suspensions (STSs)
1. The total number of STSs given to North Carolina public school students in the 117 LEAs
was 217,758 in 2000-2001. These suspensions were given to 114,621 different students, and
averaged 2.8 days in duration.
STSs by Ethnicity and Gender
2. Male students received 75% of all STSs in 2000-2001 (Figure 1). Correspondingly, rates of
suspension were almost three times higher among male students (Figure 2).
3. Over half of the STSs given in 2000-2001 were given to Black/Multi-racial students (Figure
3). Compared to other ethnic subgroups, Black/Multi-racial students also had the highest
STS rate in 2000-2001 among both male and female students (Figures 4 & 5).
4. Among all ethnic-gender groups, Black/Multi-racial males accounted for the highest
percentage of STSs in 2000-2001 (41%). They are the most over-represented category of
STS students, about 2.6 times their representation in the general student population (Table 1).
5. Regardless of ethnicity, the percentage of STSs given to female students was lower than (or,
in the case of Black/Multi-racial females, approximately equal to) their representation in the
statewide student population (Table 1).
STSs by Grade Level
6. The frequency of STSs increased with each grade level from K through 9, peaked at 9th
grade, and then decreased from 10th grade onward. Ninth graders received about one-fifth of
all STSs (Figure 6).
STSs for Special Status Student Categories
7. In 2000-2001, students receiving special education services accounted for 27% of STSs, even
though they represented only 14% of the statewide student population during that year
(Figure 7).
Types of Misconduct Leading to STSs
8. Aggressive behavior was the primary reason cited for 27% of all STSs. This was followed
by rule violations and undisciplined behavior, which accounted for 26% and 25%,
respectively (Figure 8).
ii
Section 2: Charter School Short-Term Suspensions1
Number of Short-Term Suspensions (STSs)
9. The total number of STSs reported by charter schools was 1,665 in 2000-2001. These
suspensions were given to 961 different students, and averaged 2.4 days in duration.
Charter School STSs by Ethnicity and Gender
10. Male students received 75% of all charter school STSs in 2000-2001 (Figure 9).
Correspondingly, rates of suspension were also approximately three times higher among
male students (Figure 10).
11. Almost two-thirds of the charter school STSs given in 2000-2001 were given to Black/Multiracial students (Figure 11). Compared to other ethnic subgroups, Black/Multi-racial students
also had the highest STS rate in 2000-2001 among both male and female students (Figures 12
& 13).
12. Among all ethnic-gender groups, Black/Multi-racial males accounted for the highest
percentage of STSs in 2000-2001 (48%). They are the most over-represented category of
STS students, about 2 times their representation in the general charter school student
population (Table 2).
13. Regardless of ethnicity, the percentage of STSs given to female students in charter schools
was lower than their representation in the statewide charter school student population (Table
2).
Charter School STSs by Grade Level
14. In 2000-2001, 40% of STSs in charter schools were given to students in grades 7 and 8
(Figure 14).
Charter School STSs for Special Status Student Categories
15. In 2000-2001, students receiving special education services accounted for 23% of charter
school STSs, even though they represent only about 10% of the statewide charter school
student population (Figure 15).
Charter School Types of Misconduct Leading to STSs
16. Aggressive behavior, rule violations, and undisciplined student behavior together resulted in
over 82% of charter school STSs in 2000-2001 (Figure 16).
1
It should be noted that only 81% of charter schools reported data for the 2000-2001 school year. Therefore, the numbers here may actually be
an underestimate of the total numbers of charter school suspensions for that year.
iii
Section 3: Academic Achievement
End-of-Grade (EOG) Achievement – Overall Performance
17. In 2000-2001, students who received suspensions (either short-term or long-term) were less
likely to score at or above Level III on EOG tests in both reading and mathematics. This
finding was consistent across various ethnic and gender subgroups (Figures 17, 18, 21, 23, 24
& 27).
18. Among suspended students, EOG performance in both reading and mathematics declined
steadily as the number of days spent out of school due to suspension increased. This finding
was also consistent across various ethnic and gender subgroups (Figures 18, 19, 20, 24, 25, &
26).
EOG Achievement Gaps and Suspension Status
19. The EOG achievement gaps that are found between different student subgroups at the
statewide level were also found among suspended students, although the size of the gaps was
somewhat smaller. White and Asian students outperformed other ethnic groups regardless of
suspension status or the number of days suspended in both reading and mathematics (Figures
20, 21, 26, & 27). Female students also slightly outperformed male students in reading
regardless of suspension status or the number of days suspended (Figures 17 & 19).
EOG Achievement and Prior Performance
20. Students who received short-term suspensions in 2000-2001 were less likely to score above
grade level on Reading and Mathematics EOG tests as their number of days suspended
increased, regardless of whether they had scored at or above grade level in that subject area
the previous year (Figures 22 & 28).
End-of-Course (EOC) Achievement – Overall Performance
21. In 2000-2001, students who received suspensions (either short-term or long-term) were less
likely to score at or above Level III on EOC tests in Algebra I, Biology, and U. S. History.
This finding was consistent across various ethnic and gender subgroups (Figures 29, 30, 33,
34, 35, 38, 39, 40, & 43).
22. Among suspended students, EOC performance in Algebra I, Biology, and U. S. History
generally tended to decline as the number of days spent out of school due to suspension
increased. This finding was also generally consistent across various ethnic and gender
subgroups, with a few exceptions (Figures 30, 31, 32, 35, 36, 37, 40, 41, & 42).
EOC Achievement Gaps and Suspension Status
23. The Algebra I, Biology, and U. S. History EOC achievement gaps that are found between
different student subgroups at the statewide level are also found among suspended students,
although they tend to be smaller. In general, White and Asian students tended to
outperformed Black, Hispanic and American Indian students, regardless of suspension status
iv
or the number of days suspended (Figures 32, 33, 37, 38, 42 & 43). Male students also
outperformed female students in Biology and U. S. History, regardless of suspension status
or the number of days suspended (Figures 34, 36, 39, & 41).
v
Introduction
Legislative Charge
The State Board of Education shall report annually to the Joint Legislative
Education Oversight Committee and the Commission on Improving the Academic
Achievement of Minority and At-Risk Students on the numbers of students who
have dropped out of school, been suspended, been expelled, or been placed in an
alternative program. The data shall be reported in a disaggregated manner and
be readily available to the public [G.S. 115C-12(27) and SL 2001-424 Sec.
28.30(f)]
In response to this legislation, the Annual Study of Suspensions and Expulsions: 20002001 was released by the North Carolina Department of Public Instruction in March 2002. That
report contained analyses of the numbers of students that were long-term suspended, expelled, or
had been placed in an alternative program during the 2000-2001 school year, and is currently
available at http://www.ncpublicschools.org/accountability/evaluation/suspensionexpulsion.pdf.2
That initial report contains detailed information on long-term suspensions (i.e.,
suspensions of more than 10 days’ duration), but included only minimal analysis of short-term
suspensions (i.e., suspensions of 10 days or less). This supplementary report contains additional
analyses of short-term suspensions that parallel the long-term suspension analyses in the initial
report, along with analyses of the academic performance of suspended students from the 20002001 school year. For background information on North Carolina legislation related to
suspension and other disciplinary consequences and for a description of the methodology
employed in collecting and analyzing these data, please refer to the March 2002 report.
Contents of this Report
The first section of this report contains disaggregated statewide data on short-term
suspensions given during the 2000-2001 school year for all 117 North Carolina LEAs. Section
two contains the same information for all North Carolina charter schools. The third section of
this report includes several analyses of the academic performance of suspended students on Endof-Grade (EOG) and End-of-Course (EOC) tests during the 2000-2001 school year.
Disaggregated short-term suspension data for the 2000-2001 school year are displayed by
LEA/charter school in Appendices A and B.
Currently, statewide student membership data are combined for Black and Multi-racial
ethnic groups. Therefore, as in the initial report, when comparisons of short-term suspension
data are made to the statewide student population, these two subgroups must be combined as
well. Multi-racial students comprise one percent or less of the total student membership at the
state level; thus, the state data provide a reasonable reference point for Black students.
2
That report did not, however, cover the legislative provision cited above with respect to dropouts. Dropout data have historically been gathered
by NCDPI through a separate data collection mechanism and were reported for 2000-2001 in a separate document available at
http://www.ncpublicschools.org/school_improvement/Dropout_Data_Report_2002.pdf.
1
Cautions Regarding Interpretation of Data
Many of the cautions cited in the initial report apply to this supplemental report as well.
In the course of completing this study and conducting training for the current school year’s
(2001-2002) Study of Suspensions and Expulsions, the evaluators discovered that some schools
and LEAs consider a student placed in an ALP as being suspended or expelled, while others do
not. This discrepancy is likely related to both local policies and to the inability of the state’s
Student Information Management System (SIMS) to record a student as being (a) both
suspended and enrolled in an ALP or as (b) both expelled and enrolled in an ALP. These
inconsistencies across LEAs also mean that any comparisons between LEAs or between charter
schools of the counts of short-term suspensions listed in Appendices A and B are not likely to be
valid, as higher or lower counts may be reflective not only of different student population sizes,
but also of different policies as to what exactly constitutes a suspension.
For the purposes of this study, a student was considered to be suspended if the LEA
reported them to be suspended, regardless of whether that student was reported to have been
placed in an ALP concurrent with that suspension. Therefore, the statewide suspension data in
this report are likely to be an underestimate of the true numbers of students who are suspended
from their home schools. However, unless this discrepancy affects the data for certain subgroups
of students more than others (which we have no way of knowing based on these data), then the
relative comparisons of subgroup differences detailed in this report should not be significantly
affected.
2
Section 1: LEA Short-Term Suspensions
Short-Term Suspensions
This section reports data for students who were suspended for 10 days or less from the
117 LEAs across North Carolina. The data here reflect short-term suspensions which may
include multiple suspensions per student. In addition to displaying numbers and percentages of
suspensions given to different subgroups of students, charts are also presented showing
suspension rates for selected subgroups. Calculating rates of suspension (e.g., the number of
suspensions per 10 students enrolled) is one way to compare the extent of representation across
groups more accurately than simple percentages. It is an especially useful indicator when small
numbers of students are involved.
It should be noted that these numbers include students who were suspended out-of-school
as well as those who may have been suspended and subsequently sent to alternative programs. It
should also be noted that some students received multiple short-term suspensions during the
2000-2001 school year; therefore, these charts represent numbers of suspensions, not numbers of
unique students.
Data for Black/Multi-racial students are reported as one group in this report in most
instances, because the NCDPI combines these students when reporting the size of the overall
student population by ethnicity. Therefore, the calculation of suspension rates (e.g., Figures 4
and 5) and analyses of suspensions of Black/Multi-racial students relative to their overall
representation in the public schools (e.g., Table 1) cannot be made separately. However, since
Multi-racial students are estimated to represent less than 1% of the total student population, these
data still provide a fairly clear picture of suspensions of Black students.
3
Number of Short-Term Suspensions
Short-Term Suspensions by Gender
200,000
160,000
162,299
(75%)
120,000
80,000
55,384
(25%)
40,000
0
Male
Female
Gender
Note: Gender was not reported for 75 of 217,758 short-term suspensions given in 2000-2001.
The numbers in parentheses indicate the percentage of suspensions in each gender.
Figure 1. Number of Short-Term Suspensions by Gender: 2000-2001.
•
A total of 217,758 suspensions for ten days or less occurred in 2000-2001. These shortterm suspensions were given to 114,621 different students (some students were
suspended more than once).
•
These 217,758 short-term suspensions totaled 609,722 days, or an average of 2.8 days per
suspension.
•
In 2000-2001, the majority (75%) of short-term suspensions were given to male students.
4
Number of Suspensions per 10 Enrolled
10
8
6
4
2.5
2
0.9
0
Male
Female
Gender
Figure 2. Short-Term Suspension Rates by Gender: 2000-2001.
•
The rate of short-term suspensions in 2000-2001 for male students was nearly 3 times
higher than for females.
5
Short-Term Suspensions by Ethnicity
Number of Short-Term Suspensions
140,000
123,284
(57%)
120,000
100,000
82,773
(38%)
80,000
60,000
40,000
6,626
(3%)
20,000
3,202
(1%)
1,600
(1%)
0
White
Black and Multiracial
Hispanic
American Indian
Asian
Ethnicity
Note: Ethnicity was not reported for 273 of 217,758 short-term suspensions given in 2000-2001. The numbers in
parentheses are the percentage of short-term suspensions for each category.
Figure 3. Number of Short-Term Suspensions by Ethnicity: 2000-2001.
•
White and Black/Multi-racial students accounted for the vast majority of short-term
suspensions in 2000-2001 (95%).
•
Fifty-seven percent of all of the short-term suspensions given in 2000-2001 were given to
Black/Multi-racial students.
•
Hispanic, American Indian, and Asian students received 5% of the short-term
suspensions given in 2000-2001.
6
Short-Term Suspensions by Ethnicity and Gender
Ethnicity/Gender
Asian Males
Asian Females
Black and Multi-Racial Males
Black Males
Multi-Racial Males
Black and Multi-Racial Females
Black Females
Multi-Racial Females
Number of Short-Term
Suspensions
Percentage of ShortTerm Suspensions
2000-2001
2000-2001
Ethnic/Gender Groups
as Percentage of
Statewide Enrollment
2000-2001
1,279
1
1
321
<1
1
88,298
41
16
86,579
40
NA
NA
1,719
1
34,974
16
15
34,296
16
NA
678
<1
NA
Hispanic Males
5,135
2
2
Hispanic Females
1,490
1
2
American Indian Males
2,409
1
1
793
<1
1
65,035
30
31
White Females
17,727
8
Total Number
217,461
American Indian Females
White Males
30
1,268,422
Note: Ethnicity and gender were not reported for 297 of 217,758 short-term suspensions given in 2000-2001.
Table 1. Short-Term Suspensions by Ethnicity and Gender: 2000-2001.
•
The percentage of short-term suspensions given to males in 2000-2001 was higher than
that for females within every ethnic group.
•
Black/Multi-racial males represented approximately 16% of the overall student
population in 2000-2001. However, they accounted for 41% of the short-term
suspensions given during that same year.
•
The percentage of short-term suspensions given to White males in 2000-2001 was
generally proportional to their representation in the overall student population.
•
In 2000-2001, Black/Multi-racial females accounted for a percentage of short-term
suspensions that was roughly equal to their representation in the overall student
population. In contrast, White females represented approximately 30% of the overall
student population, but they accounted for only 8% of short-term suspensions.
7
Number of Suspensions per 10 Enrolled
Male
10
9
8
7
6
5
4
3
2
1
0
4.4
1.8
1.6
White
2.5
1.0
Black and Multiracial
Hispanic
American Indian
Asian
Ethnicity
Figure 4. Male Short-Term Suspension Rates by Ethnicity: 2000-2001.
Number of Suspensions per 10 Enrolled
Female
10
9
8
7
6
5
4
3
2
1
0
1.8
0.5
White
0.5
Black and Multiracial
Hispanic
0.9
American Indian
0.3
Asian
Ethnicity
Figure 5. Female Short-Term Suspension Rates by Ethnicity: 2000-2001.
•
Among both males and females in 2000-2001, Black/Multi-racial students had the highest
rate of short-term suspensions, followed by American Indian, Hispanic, White, and Asian
students.
8
Short-Term Suspensions by Grade Level
46,218
(21%)
Number of Short-Term Suspensions
50,000
40,000
29,917 30,376
27,027 (14%) (14%)
(12%)
30,000
21,383
(10%)
20,000
9,353
10,000
4,065
3,684
(2%) (2%)
4,832
(2%)
6,901
(4%)
13,703
(6%)
11,302
(5%)
(3%)
8,543
(4%)
0
PK-K
1st
2nd
3rd
4th
5th
6th
7th
8th
9th
10th
11th
12th
Grade Level
Note: Grade level was not reported for 454 of 217,758 short-term suspensions given in 2000-2001. The numbers in
parentheses indicate the percentage of short-term suspensions in each grade.
Figure 6. Number of Short-Term Suspensions by Grade Level: 2000-2001.
•
The most common grade level for short-term suspensions in 2000-2001 was the ninth
grade (21%).
•
Students in Pre-Kindergarten through fifth grade received 18% of the short-term
suspensions in 2000-2001.
•
The incidence of short-term suspensions in 2000-2001 rose dramatically in the middle
grades up through grade nine, then steadily declined in grades ten through twelve.
9
Number of Short-Term Suspensions
Short-Term Suspensions for Special Status Students
70,000
59,096
(27%)
60,000
50,000
40,000
30,000
20,000
10,000
3,743
(2%)
2,425
(1%)
2,310
(1%)
Limited English
Proficient
Section 504
442
(<1%)
0
Academically
Gifted
Exceptional
Willie M.
Special Status
Note: The Willie M. program was officially discontinued in July of 2000; however, some students who were served in
that program when it was in existence are still enrolled in school.
Figure 7. Number of Short-Term Suspensions by Special Status Categories: 2000-2001.
•
In 2000-2001, special status students accounted for approximately 31% of all short-term
suspensions.
•
Although they comprised only 14% of the total school population in 2000-2001,
exceptional students received more than one-fourth of all short-term suspensions.
10
Short-Term Suspensions by Type of Misconduct
57,689
Aggressive Behavior
55,907
Rule Violation
Undisciplined
53,635
20,874
Other
Truancy
8,489
4,517
Theft
Possession of Controlled Substance
3,133
Substance Abuse
2,914
2,439
Type of Misconduct
Possession of Weapon
Property Damage
1,508
Sexual Offense
1,277
1,118
Assault on School Officials
Health Immunizations
731
Possession of Potentially Harmful Object
645
Assault Resulting in Serious Injury
591
Deemed Serious Threat to Self or Others
420
Selling or Distributing Controlled Substance
382
Sexual Assault
203
Robbery
100
95
Possession of Firearm
Assault Involving a Weapon
90
Taking Indecent Liberties with a Minor
38
Rape
26
Kidnapping
26
Robbery with Dangerous Weapon
16
Homicide
6
0
10,000
20,000
30,000
40,000
50,000
60,000
70,000
Number of Short-Term Suspensions
Note: Reason for suspension was not reported for 889 of 217,758 short-term suspensions given in 2000-2001.
Figure 8. Number of Short-Term Suspensions by Type of Misconduct: 2000-2001.
•
Aggressive behavior was the most commonly reported reason for STSs, resulting in 27%
of the short-term suspensions given in 2000-2001.
•
Various rule violations and undisciplined behavior resulted in 26% and 25% of shortterm suspensions in 2000-2001, respectively.
•
Three percent were due to either the possession, abuse, sale, or distribution of controlled
substances, and only one percent related to possession or use of a weapon.
11
Section 2: Charter School Short-Term Suspensions
This section reports data for students who were short-term suspended from charter
schools during the 2000-2001 school year3. Students who are suspended for 10 days or less are
considered to be short-term suspended. In addition to displaying numbers and percentages of
suspensions given to different subgroups of charter school students, subsequent figures also
present suspension rates for selected subgroups. Calculating rates of suspension (e.g., the
number of suspensions per 10 students enrolled) is one way to compare the extent of
representation across groups more accurately than simple percentages. It is an especially useful
indicator when small numbers of students are involved.
Number of Short-Term Suspensions
Charter School Short-Term Suspensions by Gender
1,400
1,249
(75%)
1,200
1,000
800
600
416
(25%)
400
200
0
Male
Female
Gender
Note: The numbers in parentheses indicate the percentage of suspensions in each gender.
Figure 9. Charter School Number of Short-Term Suspensions by Gender: 2000-2001.
•
A total of 1,665 suspensions from charter schools for ten days or less occurred in 20002001. These suspensions were given to 961 different students (some students were
suspended more than once).
•
These 1,665 short-term suspensions totaled 3,996 days, or an average of 2.4 days per
suspension.
•
In 2000-2001, the majority (75%) of short-term suspensions from charter schools were
given to male students.
3
It should be noted that only 81% of charter schools reported data for the 2000-2001 school year. Therefore, the numbers here may actually be
an underestimate of the total numbers of charter school suspensions for that year.
12
Number of Suspensions per 10 Enrolled
10
9
8
7
6
5
4
3
2
1.5
0.6
1
0
Male
Female
Gender
Figure 10. Charter School Short-Term Suspension Rates by Gender: 2000-2001.
•
The rate of short-term suspensions for male students in charter schools during 2000-2001
was approximately 2.5 times higher than the corresponding rate for females.
13
Number of Short-Term Suspensions
Charter School Short-Term Suspensions by Ethnicity
1,068
(64%)
1,200
1,000
800
600
575
(35%)
400
200
0
White
Black and Multiracial
10
12
(1%)
(1%)
0
(0%)
Hispanic
American Indian
Asian
Ethnicity
Note: The numbers in parentheses are the percentage of short-term suspensions for each category.
Figure 11. Charter School Number of Short-Term Suspensions by Ethnicity: 2000-2001.
•
White and Black/Multi-racial students accounted for the almost all charter school shortterm suspensions in 2000-2001 (99%).
•
Almost two-thirds of charter school short-term suspensions in 2000-2001 were given to
Black/Multi-racial students.
•
Hispanic and American Indian students received 2% of the short-term suspensions given
in 2000-2001 by charter schools.
14
Charter School Short-Term Suspensions by Ethnicity and Gender
Ethnicity/Gender
2000-2001
2000-2001
Ethnic/Gender Groups
as Percentage of
Statewide Enrollment
2000-2001
Asian Males
0
0
<1
Asian Females
0
0
<1
796
48
23
775
47
NA
NA
Black and Multi-Racial Males
Black Males
Multi-Racial Males
Number of Short-Term
Suspensions
Percentage of ShortTerm Suspensions
21
1
272
16
20
Black Females
257
15
NA
Multi-Racial Females
Black and Multi-Racial Females
15
1
NA
Hispanic Males
9
1
1
Hispanic Females
3
<1
1
American Indian Males
7
<1
1
American Indian Females
3
<1
1
437
26
27
White Females
138
8
Total Number
1,665
White Males
26
15,523
Table 2. Charter School Short-Term Suspensions by Ethnicity and Gender: 2000-2001.
•
There were no Asian students short-term suspended from charter schools in 2000-2001.
•
The percentage of short-term suspensions given to males was higher than that for females
in every ethnic group except Asian (no short-term suspensions were reported for Asian
charter school students in 2000-2001.)
•
Black/Multi-racial males represented approximately 23% of the overall charter school
student population in 2000-2001. However, they accounted for 48% of the short-term
suspensions given during that same year.
•
The percentage of short-term suspensions given to White males in 2000-2001 was
generally proportional to their representation in the overall charter school student
population.
•
In 2000-2001, Black/Multi-racial females represented 20% of the overall charter school
student population and accounted for 16% of short-term suspensions. In contrast, White
females represented approximately 26% of the overall charter school student population,
but they accounted for only 8% of short-term suspensions.
15
Number of Suspensions per 10 Enrolled
Male
10
9
8
7
6
5
4
3
2
1
0
2.2
1.0
White
Black and Multiracial
0.6
0.5
Hispanic
American Indian
0.0
Asian
Ethnicity
Figure 12. Charter School Male Short-Term Suspension Rates by Ethnicity: 2000-2001.
Number of Suspensions per 10 Enrolled
Female
10
9
8
7
6
5
4
3
2
1
0
0.3
White
0.9
Black and Multiracial
0.2
0.3
0.0
Hispanic
American Indian
Asian
Ethnicity
Figure 13. Charter School Female Short-Term Suspension Rates by Ethnicity: 2000-2001.
•
A comparison of Figures 12 and 13 shows that charter school short-term suspensions
were given to males at a higher rate than females for all ethnic groups except Asian.
•
The pattern in 2000-2001 across ethnic groups for both males and females shows
Black/Multi-racial students having the highest rate of short-term suspensions in charter
schools.
16
Charter School Short-Term Suspensions by Grade Level
Number of Short-Term Suspensions
500
450
371
(22%)
400
350
323
(19%)
261
(16%)
300
250
164
(10%)
200
100
50
74
53 (4%)
45
(3%) (3%)
129
(8%)
107
(6%)
150
56
(3%)
45
(3%)
23
(1%)
12
(1%)
11th
12th
0
K
1st
2nd
3rd
4th
5th
6th
7th
8th
9th
10th
Grade Level
Note: Grade level was not reported for 2 of 1,665 short-term suspensions given in charter schools in 2000-2001. The
numbers in parentheses indicate the percentage of short-term suspensions in each grade.
Figure 14. Charter School Number of Short-Term Suspensions by Grade Level:
2000-2001.
•
The incidence of short-term suspensions in charter schools generally increased from
kindergarten through seventh grade, then steadily declined in grades eight through
twelve.
•
The most common grade levels for charter school short-term suspensions were grades
seven (22%) and eight (19%).
17
Number of Short-Term Suspensions
Charter School Short-Term Suspensions for Special Status Students
377
(23%)
400
350
300
250
200
150
100
50
11
(1%)
1
(<1%)
0
Academically
Gifted
Exceptional
Limited English
Proficient
17
(1%)
Section 504
1
(<1%)
Willie M.
Special Status
Note: The Willie M program was officially discontinued in July of 2000; however, some students who were served in
that program when it was in existence are still enrolled in school.
Figure 15. Charter School Number of Short-Term Suspensions by Special Status
Categories: 2000-2001.
•
In 2000-2001, special status students accounted for close to 25% of all short-term
suspensions in charter schools.
•
Although they represent only 10% of the charter school student population, exceptional
students received 23% of all short-term suspensions given to charter school students in
2000-2001.
18
Charter School Short-Term Suspensions by Type of Misconduct
546
Aggressive Behavior
453
Rule Violation
355
Undisciplined
90
Type of Misconduct
Other
Truancy
43
Theft
42
31
Property Damage
24
Substance Abuse
Deemed Serious Threat to Self or Others
14
Possession of Controlled Substance
13
Sexual Offense
8
Assault on School Officials
7
Possession of a Weapon
6
Possession of Potentially Harmful Object
5
Selling or Distributing Controlled Substance
2
Assault Involving a Weapon
2
Assault Resulting in Serious Injury
1
0
100
200
300
400
500
600
Number of Short-Term Suspensions
Note: Reason for suspension was not reported for 23 of 1,665 short-term suspensions given in charter schools in 20002001.
Figure 16. Charter School Number of Short-Term Suspensions by Type of Misconduct:
2000-2001.
•
Aggressive behavior was the most commonly reported reason for charter school shortterm suspensions, resulting in approximately one-third of all short-term suspensions
given in 2000-2001.
•
Rule violations resulted in 28% of short-term suspensions and undisciplined behavior
accounted for 22%.
•
Issues related to controlled substances accounted for approximately two percent of
charter school short-term suspensions in 2000-2001.
•
Issues related to possession or use of a weapon accounted for less than one percent of
charter school short-term suspensions in 2000-2001.
19
Section 3: Academic Achievement
This section reports on the academic achievement of students who were suspended from
school for any length of time during the 2000-2001 school year. On the following pages, these
students’ achievement test results are compared to the statewide results reported in The North
Carolina State Testing Results (a.k.a. “The Green Book”). The statewide results include both
students who were and were not suspended.
Academic achievement in these analyses is measured by performance on End-of-Grade
(EOG) reading and mathematics tests administered in grades three through eight, and by End-ofCourse (EOC) tests in Algebra I, Biology, and U. S. History4. The percentage and number of
students scoring at or above grade level (Level III and IV) on these tests is shown as a function
of days suspended, and further broken down by gender and ethnicity. Charter school students
are combined with students who attended other public schools in this section.
EOG Reading Achievement
% of Students At/Above Level III
100%
90%
80%
80%
74%
(234,991)
(220,821)
70%
60%
57%
53%
(6,128)
(14,360)
50%
State
40%
30%
Suspended During
2000-2001
20%
10%
0%
Male
Female
Gender
Figure 17. Percentage of Students Scoring at or Above Grade Level by
Suspension Status and Gender: EOG Reading, Grades 3-8, 2000-2001.
•
The percentage of suspended students scoring at or above grade level on EOG reading
tests in 2000-2001 was lower than the overall statewide percentage.
•
Regardless of suspension status, the percentage of suspended female students that
achieved Level III or above on EOG reading tests in 2000-2001 was slightly higher than
the corresponding percentage for male students.
4
These three EOC tests were selected for analysis because they are required courses for high school graduation (and therefore are taken by most
students) and because they cover a range of grade levels in terms of when they are typically taken.
20
% of Students At/Above Level III
100%
90%
80%
77%
(455,818)
61%
(4,794)
70%
60%
57%
(3,470)
56%
(7,265)
2 Days
3 to 5 Days
50%
45%
(4,959)
40%
30%
20%
10%
0%
State
1 Day
6 or More Days
Days Suspended
Figure 18. Percentage of Students Scoring at or Above Grade Level by
Number of Days Suspended: EOG Reading, Grades 3-8, 2000-2001.
•
Seventy-seven percent of students statewide in grades 3-8 achieved Level III or above on
the EOG reading tests in 2000-2001.
•
The percentages of students achieving Level III or above on the EOG reading tests in
2000-2001 declined as the number of days suspended increased.
21
% of Students At/Above Grade Level
100%
90%
80%
70%
60%
60% 63%
(3,417) (1,377)
56% 58%
(2,422) (1,048)
58%
55%
(2,303)
(4,962)
50%
49%
44% (1,400)
(3,559)
40%
Male
Female
30%
20%
10%
0%
1 Day
2 Days
3 to 5 Days
6 or More Days
Days Suspended
Figure 19. Percentage of Students Scoring at or Above Grade Level by
Number of Days Suspended and Gender: EOG Reading, Grades 3-8, 2000-2001.
•
The percentages of students that achieved Level III or above on EOG reading tests in
2000-2001 declined at approximately the same rate for both male and female students as
the number of days suspended increased.
22
100%
% of Students At/Above Level III
90%
80%
71%
(2,509)
70%
60%
68%
(1,645)
63%
(325)
51%
(1,960)
54%
(241)
49%
(1,584)
50%
67%
(3,367)
48%
(3,375)
55%
(523)
56%
(2,131) 48%
Black
(301)
White
38%
(2,527)
40%
Other
30%
20%
10%
0%
1 Day
2 Days
3 to 5 Days
Days Suspended
6 or More Days
Note: The “Other” category includes Asian, Hispanic, American Indian and Multi-Racial students. Data for these four
groups are not shown in this particular chart because of the small numbers of students in each group.
Figure 20. Percentage of Students Scoring at or Above Grade Level by Number of Days
Suspended and Ethnicity: EOG Reading, Grades 3-8, 2000-2001.
100%
86%
% of Students At/Above Level III
90%
82%
80%
(8,419)
(6,616)
80%
70%
60%
50%
66%
65%
(5,579)
(119)
61%
(107,083)
(313,956)
65%
63%
(14,151)
(355)
65%
(9,652)
52%
49%
(567)
46%
(349)
State
(9,446)
40%
Suspended
During
2000-2001
30%
20%
10%
0%
American
Indian
Asian
Black
Hispanic
Multi-racial
White
Ethnicity
Note: The state Multi-racial figure includes 99 students whose race was reported as “other.”
Figure 21. Percentage of Students Scoring at or Above Grade Level by
Suspension Status and Ethnicity: EOG Reading, Grades 3-8, 2000-2001.
23
•
Regardless of how many days they were suspended, a greater percentage of White
students achieved Level III or above on EOG reading tests compared to Black students
and Other (Asian, Hispanic, American Indian, and Multi-racial) students.
•
For each ethnic group among suspended students, the percentage of students scoring
Level III or above was between 13 (Hispanic) and 21 (White) percentage points lower
than for the corresponding groups in the general student population.
•
The achievement gaps between ethnic groups seen at the state level on EOG reading tests
are similar in nature among suspended students, although the gaps among suspended
students are somewhat smaller.
24
100%
% of Students At/Above Level III in 2000-01
90%
86%
83%
(3,147)
(2,382)
82%
(5,092)
76%
80%
(3,320)
70%
At/Above
Level III in
1999-2000
Below Level
III in 19992000
60%
50%
40%
31%
(828)
30%
28%
28%
(638)
(1,424)
23%
(1,158)
20%
10%
0%
1 Day
2 Days
3 to 5 Days
6 or More Days
Days Suspended
Figure 22. Percentage of Students Scoring at or Above Grade Level by
Number of Days Suspended and Prior Performance:
EOG Reading, Grades 3-8, 2000-2001.
•
Students who received short-term suspensions in 2000-2001 were less likely to score at or
above Level III on EOG Reading tests as their total number of days suspended increased,
regardless of whether they had scored at or above Level III on EOG Reading tests the
previous year.
25
% of Students At/Above Level III
EOG Mathematics Achievement
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
83%
(243,806)
81%
(241,678)
62%
(16,969)
61%
(6,557)
State
Suspended
During
2000-2001
Male
Female
Gender
Figure 23. Percentage of Students Scoring at or Above Grade Level by
Suspension Status and Gender: EOG Mathematics, Grades 3-8, 2000-2001.
•
Students who were suspended from school during 2000-2001 were less likely to score at
or above Level III on EOG mathematics tests at the end of that school year.
26
% of Students At/Above Level III
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
82%
(485,487)
69%
(5,442)
State
65%
(4,027)
1 Day
2 Days
64%
(8,368)
3 to 5 Days
51%
(5,689)
6 or More Days
Days Suspended
Figure 24. Percentage of Students Scoring at or Above Grade Level by
Number of Days Suspended: EOG Mathematics, Grades 3-8, 2000-2001.
•
Eighty-two percent of students statewide in grades 3-8 achieved Level III or above on
EOG mathematics tests in 2000-2001.
•
The percentages of students achieving Level III or above on the EOG mathematics tests
in 2000-2001 declined steadily as the number of days suspended increased.
27
% of Students At/Above Level III
100%
90%
80%
70%
69% 67%
(3,971) (1,471)
66% 63%
(2,892)
(1,135)
60%
64%
62%
(5,894)(2,474)
50%
51% 52%
(4,212) (1,477)
Male
Female
40%
30%
20%
10%
0%
1 Day
2 Days
3 to 5 Days
6 or More Days
Days Suspended
Figure 25. Percentage of Students Scoring at or Above Grade Level by
Number of Days Suspended and Gender: EOG Mathematics, Grades 3-8, 2000-2001.
•
The percentages of students that achieved Level III or above on EOG mathematics tests
declined at approximately the same rate for both male and female students as the number
of days suspended increased.
28
% of Students At/Above Level III
100%
90%
80%
70%
60%
78%
(2,789) 69%
(362)
60%
(2,291)
76%
(1,865)
74%
(3,756)
63%
(287)
58%
(1,875)
56%
(3,988)
65%
(624)
62%
(2,355) 53%
(337)
45%
(2,997)
50%
Black
White
Other
40%
30%
20%
10%
0%
1 Day
2 Days
3 to 5 Days
6 or More Days
Days Suspended
Note: The “Other” category includes Asian, Hispanic, American Indian and Multi-Racial students. Data for these four
groups are not shown in this particular chart because of the small numbers of students in each group.
Figure 26. Percentage of Students Scoring at or Above Grade Level by Number of Days
Suspended and Ethnicity: EOG Mathematics, Grades 3-8, 2000-2001.
100%
89%
(9,205)
% of Students At/Above Level III
90%
80%
70%
60%
74%
(6,333)
70%
(130)
59%
(433)
74%
(16,179)
67%
(118,384)
60%
54%
(664)
(11,151)
83%
(6,860)
89%
(328,510)
68%
(383)
72%
(10,765)
State
50%
40%
Suspended
During
2000-01
30%
20%
10%
0%
American
Indian
Asian
Black
Hispanic
Multi-racial
White
Ethnicity
Note: The State multi-racial category includes 106 students whose race was reported as “other.”
Figure 27. Percentage of Students Scoring at or Above Grade Level by
Suspension Status and Ethnicity: EOG Mathematics, Grades 3-8, 2000-2001.
29
•
Regardless of how many days they were suspended, a greater percentage of White
students achieved Level III or above on EOG mathematics tests compared to Black and
Other (Asian, Hispanic, American Indian, and Multi-racial) students.
•
For each ethnic group among suspended students, the percentage of students scoring
Level III or above was between 13 (Black) and 19 (Asian) percentage points lower than it
was for the corresponding group in the general student population.
•
The achievement gaps between ethnic groups seen at the state level on EOC mathematics
tests are similar in nature among suspended students, although the gaps among suspended
students are somewhat smaller.
30
% of Students At/Above Level III in 2000-01
100%
97%
96%
96%
(4,199)
(3,332)
(7,195)
92%
(5,051)
90%
80%
73%
(1,517)
70%
71%
69%
(1,229)
(2,739)
60%
(2,453)
60%
50%
40%
At/Above
Level III in
1999-2000
Below Level
III in 19992000
30%
20%
10%
0%
1 Day
2 Days
3 to 5 Days
6 or More Days
Days Suspended
Figure 28. Percentage of Students Scoring at or Above Grade Level by
Number of Days Suspended and Prior Performance:
EOG Mathematics, Grades 3-8, 2000-2001.
•
Students who received short-term suspensions in 2000-2001 were less likely to score at or
above Level III on EOG Mathematics tests as their number of days suspended increased,
regardless of whether they had scored at or above Level III on EOG Mathematics tests the
previous year. This decline was somewhat sharper, however, for students who scored
below Level III in 1999-2000.
31
% of Students At/Above Level III
Algebra I EOC Achievement
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
77%
(36,254)
75%
(34,445)
59%
(2,561)
58%
(1,450)
State
Suspended
During
2000-2001
Male
Female
Gender
Figure 29. Percentage of Students Scoring at or Above Grade Level by
Suspension Status and Gender: Algebra I, 2000-2001.
•
Regardless of suspension status, the percentage of male and female students that achieved
Level III or above on the Algebra I EOC test was essentially the same.
•
Students who were suspended from school at any time during 2000-2001 were less likely
to score at or above Level III on the Algebra I EOC test at the end of that school year.
32
% of Students At/Above Level III
100%
90%
80%
76%
(70,699)
70%
62%
(891)
64%
(713)
1 Day
2 Days
60%
61%
(1,483)
50%
50%
(924)
40%
30%
20%
10%
0%
State
3 to 5 Days
6 or More Days
Days Suspended
Figure 30. Percentage of Students Scoring at or Above Grade Level by
Number of Days Suspended: Algebra I, 2000-2001.
•
Seventy-six percent of students statewide achieved Level III or above on the Algebra I
EOC test in 2000-2001.
•
The percentages of students achieving Level III or above on the Algebra I EOC test in
2000-2001 generally declined as the number of days suspended increased, although
students who were suspended for two days did outperform students who were suspended
for only one day.
33
% of Students At/Above Level III
100%
90%
80%
70%
60%
64% 60%
(531)
(360)
66%
(443) 61%
(270)
61% 60%
(948) (535)
50%
50% 49%
(639) (285)
Male
Female
40%
30%
20%
10%
0%
1 Day
2 Days
3 to 5 Days
6 or More Days
Days Suspended
Figure 31. Percentage of Students Scoring at or Above Grade Level by
Number of Days Suspended and Gender: Algebra I, 2000-2001.
•
The percentage of students that achieved Level III or above on the Algebra I EOC test in
2000-2001 increased slightly between 1 and 2 days suspended, then decreased steadily
for both male and female students.
34
% of Students At/Above Level III
100%
90%
80%
70%
60%
50%
75%
(415)
69% 71%
(537) (58)
51%
(296)
51%
(252)
61%
(46)
69%
(828)
51%
(557)
61%
(483)
59%
(98)
47%
(56)
41%
(385)
Black
White
Other
40%
30%
20%
10%
0%
1 Day
2 Days
3 to 5 Days
6 or More Days
Days Suspended
Note: The “Other” category includes Asian, Hispanic, American Indian and Multi-Racial students. Data for these four
groups are not shown in this particular chart because of the small numbers of students in each group.
Figure 32. Percentage of Students Scoring at or Above Grade Level by Number of Days
Suspended and Ethnicity: Algebra I, 2000-2001.
100%
% of Students At/Above Level III
80%
70%
70%
(813)
64%
(45)
(70)
(50,763)
76%
(1,565)
68%
56%
60%
85%
82%
90%
(675)
(1,790)
57%
59%
57%
(15,053)
(100)
(43)
48%
68%
(2,263)
State
(1,490)
50%
40%
Suspended
During
2000-2001
30%
20%
10%
0%
American
Indian
Asian
Black
Hispanic
Multiracial
White
Ethnicity
Figure 33. Percentage of Students Scoring at or Above Grade Level by
Suspension Status and Ethnicity: Algebra I, 2000-2001.
35
•
Among suspended students generally, a greater percentage of White students achieved
Level III or above on the Algebra I EOC test than was the case for Black students and
Other (Asian, Hispanic, American Indian, and Multi-racial) students. The only exception
to this was among students suspended for one day, where students in the Other category
were most likely to achieve Level III.
•
The percentage achieving Level III or above in each ethnic group generally declined as
the number of days suspended increased. However, the percentage of Black students that
achieved Level III or above did not decline until students were suspended for six days or
more, and White students suspended for two days outperformed White students
suspended for only one day.
•
The percentage that achieved Level III or above among suspended students was between
9 (Black) and 28 (Asian) percentage points lower than the state average for each
respective ethnic group.
•
The achievement gaps between ethnic groups seen at the state level on the Algebra I EOC
test are similar in nature among suspended students, although the gaps among suspended
students are somewhat smaller.
36
% of Students At/Above Level III
Biology EOC Achievement
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
63%
(25,666)
59%
(24,346)
State
42%
(1,692)
33%
(696)
Suspended
During
2000-2001
Male
Female
Gender
Figure 34. Percentage of Students Scoring at or Above Grade Level by
Suspension Status and Gender: Biology, 2000-2001.
•
Regardless of suspension status, a greater percentage of male students achieved Level III
or above on the Biology End-of-Course (EOC) test than female students.
•
Students who were suspended from school at any time during 2000-2001 were less likely
to score at or above Level III on the Biology EOC test at the end of that school year.
37
% of Students At/Above Level III
100%
90%
80%
70%
60%
61%
(50,013)
50%
43%
(549)
40%
(402)
39%
(845)
1 Day
2 Days
3 to 5 Days
40%
34%
(592)
30%
20%
10%
0%
State
6 or More Days
Days Suspended
Figure 35. Percentage of Students Scoring at or Above Grade Level by
Number of Days Suspended: Biology, 2000-2001.
•
Sixty-one percent of students in the state achieved Level III or above on the Biology
EOC test in 2000-2001.
•
The percentages of students achieving Level III or above on the Biology EOC test in
2000-2001 declined as the number of days suspended increased.
38
% of Students At/Above Level III
100%
90%
80%
70%
60%
50%
40%
47%
(367)
35%
(182)
45%
(280)
33%
(122)
42%
(597)
Male
33%
(248)
30%
36%
(448) 30%
(144)
Female
20%
10%
0%
1 Day
2 Days
3 to 5 Days
6 or More Days
Days Suspended
Figure 36. Percentage of Students Scoring at or Above Grade Level by
Number of Days Suspended and Gender: Biology, 2000-2001.
•
The percentages of students that achieved Level III or above on the Biology End-ofCourse test declined as the number of days suspended increased among both male and
female students.
39
% of Students At/Above Level III
100%
90%
80%
70%
60%
57%
(402)
56%
(266)
44%
(32)
50%
53%
(567) 43%
(59)
41%
(28)
50%
(368)
44%
(44)
30%
24%
(108)
White
Other
40%
23%
(115)
Black
23%
(219)
20%
(180)
20%
10%
0%
1 Day
2 Days
3 to 5 Days
6 or More Days
Days Suspended
Note: The “Other” category includes Asian, Hispanic, American Indian and Multi-Racial students. Data for these four
groups are not shown in this particular chart because of the small numbers of students in each group.
Figure 37. Percentage of Students Scoring at or Above Grade Level by Number of Days
Suspended and Ethnicity: Biology, 2000-2001.
100%
% of Students At/Above Level III
90%
73%
80%
68%
64%
70%
(38,789)
(487)
(1,127)
53%
60%
50%
46% 44%
(463)(46)
47%
(25)
40%
(1,015) 42%
(60)
40%
35%
48%
(1,603)
(32)
State
(8,119)
22%
30%
(622)
Suspended
During
2000-2001
20%
10%
0%
American
Indian
Asian
Black
Hispanic
Multi-racial
White
Ethnicity
Figure 38. Percentage of Students Scoring at or Above Grade Level by
Suspension Status and Ethnicity: Biology, 2000-2001.
40
• Regardless of how many days they were suspended, a greater percentage of White
students achieved Level III or above on the Biology End-of-Course than Black students,
and Other (Asian, Hispanic, American Indian, and Multi-racial) students.
•
The percentages of White students that achieved Level III or above declined as the
number of days suspended increased. The percentage of Black and Other students that
achieved Level III showed a less consistent relationship to number of days suspended.
•
The percentage that achieved Level III or above among suspended students ranged from
2 (American Indian) to 24 (Asian) percentage points lower than the state average for each
respective ethnic group.
•
The achievement gaps between ethnic groups seen at the state level on the Biology EOC
test are similar in nature among suspended students, although the gaps among suspended
students are somewhat smaller.
41
% of Students At/Above Level III
U. S. History EOC Achievement
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
54%
(19,617)
State
47%
(17,624)
33%
(1,084)
24%
(395)
Male
Suspended
During
2000-2001
Female
Gender
Figure 39. Percentage of Students Scoring at or Above Grade Level by
Suspension Status and Gender: U. S. History, 2000-2001.
•
Regardless of suspension status, a greater percentage of male students achieved Level III
or above on the U. S. History EOC test than female students in 2000-2001.
•
Students who were suspended from school at any time during 2000-2001 were less likely
to score at or above Level III on the U. S. History EOC test at the end of that school year.
42
% of Students At/Above Level III
100%
90%
80%
70%
60%
51%
(37,241)
50%
40%
34%
(400)
31%
(249)
29%
(511)
27%
(319)
1 Day
2 Days
3 to 5 Days
6 or More Days
30%
20%
10%
0%
State
Days Suspended
Figure 40. Percentage of Students Scoring at or Above Grade Level by
Number of Days Suspended: U. S. History, 2000-2001.
•
Fifty-one percent of students in the state achieved Level III or above on the U. S. History
EOC test in 2000-2001.
•
The percentages of students achieving Level III or above on the U. S. History EOC test in
2000-2001 declined steadily as the number of days suspended increased.
43
% of Students At/Above Level III
100%
90%
80%
70%
60%
50%
40%
30%
Male
40%
(294)
24%
(106)
Female
33%
(172) 27%
(77)
32%
(368) 23%
(143)
28%
23%
(250)
(69)
2 Days
3 to 5 Days
6 or More Days
20%
10%
0%
1 Day
Days Suspended
Figure 41. Percentage of Students Scoring at or Above Grade Level by
Number of Days Suspended and Gender: U. S. History, 2000-2001.
•
The percentages of male students that achieved Level III or above on the U. S. History
EOC test in 2000-2001 generally declined as the number of days suspended increased.
This was also true for female students, except that females suspended for two days
outperformed females suspended for only one day.
44
100%
% of Students At/Above Level III
90%
80%
70%
52%
(28)
60%
41%
50%
(288)
40%
30%
20%
40%
Black
(215)
White
40%
41%
38% (21)
(152)
(348)
33%
Other
(32)
19%
22%
(84)
(76)
16%
17%
(131)
(94)
18%
(10)
10%
0%
1 Day
2 Days
3 to 5 Days
6 or More Days
Days Suspended
Note: The “Other” category includes Asian, Hispanic, American Indian and Multi-Racial students. Data for these four
groups are not shown in this particular chart because of the small numbers of students in each group.
Figure 42. Percentage of Students Scoring at or Above Grade Level by Number of Days
Suspended and Ethnicity: U. S. History, 2000-2001.
% of Students At/Above Level III
100%
90%
80%
70%
60%
50%
40%
30%
35%
(313)
56%
(892)
43%
(23)
28%
(5,632)
18%
(385)
25%
(18)
20%
60%
(29,416)
55%
(302)
41% 39%
(658) (33)
35%
(17)
40%
(1,003)
State
Suspended
During
2000-2001
10%
0%
American
Indian
Asian
Black
Hispanic
Multi-racial
White
Ethnicity
Figure 43. Percentage of Students Scoring at or Above Grade Level by
Suspension Status and Ethnicity: U. S. History, 2000-2001.
45
•
Among students suspended for one or two days, students in the Other ethnic group
(Asian, Hispanic, American Indian, and Multi-racial) were more likely to achieve Level
III than either White or Black students. Among students suspended three or more days,
however, White students outperformed Black and Other students.
•
The percentages of suspended Black and White students that achieved Level III or above
changed very little regardless of how many days they were suspended. The percentages
of Other students that achieved Level III or above declined steadily, however, as the
number of days suspended increased.
•
The percentages achieving Level III or above among suspended students was between 2
(Hispanic) and 20 (White and Multi-racial) percentage points lower than the state
averages for each respective ethnic group.
•
The achievement gaps across ethnic groups seen at the state level on the U. S. History
EOC test are somewhat similar in nature among suspended students, although the gaps
among suspended students are generally smaller.
46
Appendix A
North Carolina LEA Roster
of 2000-01 Suspensions,
Expulsions, and Disciplinary
Alternative Education
Placements
A-1
North Carolina LEA Roster of 2000-01
Suspensions, Expulsions, and Disciplinary Alternative Education Placements
Instruction Sheet
Please fill out all information for each student who commits an act resulting in a suspension, expulsion, or disciplinary
alternative education placement. Students who receive one of these disciplinary consequences more than once during the
year should be listed separately for each incident.
Please retain a copy of the completed information for your records. Data must be submitted through the LEA
Superintendent’s Office. No data will be accepted directly from a school. LEA and Charter School Superintendents must
sign the survey to certify that the data are complete and accurate. Those submitting data on diskette are asked to please
print a copy of the completed survey, obtain the Superintendent’s signature on that copy, and return it with the diskette.
Return completed survey data by US mail no later than June 15, 2001 to:
Ms. Andrea Barefoot
Suspension and Expulsion Survey
North Carolina State University
Box 7401
Raleigh, NC 27695-7401
Use the information below to complete the roster. If you have questions, please call Andrea Barefoot at (919) 515-1316 or
Dee Brewer at (919) 715-1365. Thank you for your assistance.
Data
Information
Student Name
Student’s name [First Name, Middle Initial, Last Name]
SSN
Social Security Number
Grade Level
PK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Sex
M = Male, F = Female
Race
1 = Asian
2 = Black
3 = Hispanic
4 = Multi-racial
Age
Age of student.
Acad. Gifted
Is the student classified as Academically Gifted?
Circle one:
Y = Yes
N = No
EC Category
5 = American Indian
6 = White
7 = Other
Exceptional Child Category:
1 = Learning Disabled
2 = Behaviorally/Emotionally Handicapped
Willie M
Section 504
(if using diskette/electronic copy, Enter Y or N)
3 = Educable Mentally Handicapped
4 = Other
5 = None
Is the student classified as Willie M?
Circle one:
Y = Yes
N = No
(if using diskette/electronic copy, Enter Y or N)
Is the student classified as Section 504?
Circle one:
Y = Yes
N = No
(if using diskette/electronic copy, Enter Y or N)
LEP
Is the student classified as Limited English Proficient?
Circle one:
Y = Yes
N = No
(if using diskette/electronic copy, Enter Y, or N)
Homebound
Placement
Is the student classified as Homebound Placement?
Circle one:
Y = Yes
N = No
(if using diskette/electronic copy, Enter Y or N)
Homebound
Instruction Provided
Does the student receive homebound instruction?
Circle one:
Y = Yes
N = No
(if using diskette/electronic copy, Enter Y or N)
Type of
Misconduct
Enter one type of misconduct which led to the suspension, expulsion, or alternative education placement?
1 = Property damage
2 = Theft
3 = Truancy
4 = Undisciplined (e.g. rowdy, fidgety)
5 = Aggressive Behavior (e.g. fighting, threats)
6 = Substance Abuse
7 = Health Immunizations
8 = Rule Violation
9 = Assault involving the use of a weapon
10 = Assault resulting in serious personal injury
11 = Assault on school officials, employees and volunteers
12 = Homicide (murder, manslaughter, death by vehicle)
13 = Kidnapping
14 = Possession of a controlled substance
15 = Selling or distributing controlled substances
16 = Possession of a firearm
17 = Possession of a weapon
18 = Possession of potentially harmful object (e.g. nail file)
19 = Rape
20 = Robbery
21 = Robbery with a dangerous weapon
22 = Sexual assault
23 = Sexual offense
24 = Taking indecent liberties with a minor
25 = Deemed a serious threat to self or others
26 = Other
Student sent home
pending disciplinary
action
Was the student sent home pending disciplinary action?
Circle one:
Y = Yes
N = No
(if using diskette/electronic copy, Enter Y or N)
Was an ALP
Considered?
Was an alternative learning program considered for the student? If the student was suspended or
expelled from an alternative education program, was a different alternative education program
considered?
Circle one:
Y = Yes
N = No
(if using diskette/electronic copy, Enter Y or N)
Was an ALP
Provided?
Was an alternative learning program provided for the student? If the student was suspended or
expelled from an alternative education program, was a different alternative education program
provided?
Circle one:
Y = Yes
N = No
(if using diskette/electronic copy, Enter Y or N)
Length of
Time Assigned
to ALP
1 = Less than or equal to 6 weeks
2 = More than 6 weeks but less than or equal to 9 weeks
3 = More than 9 weeks but less than or equal to 1 semester
4 = More than one semester but less than 1 year
5 = 365 days
6 = other
Reason ALP
Not Provided
1
2
3
4
5
6
Disciplinary
Consequence
Other than ALP
1 = In-school short-term suspension
2 = Out-of-school short term suspension
Date of Action
Date student was sent to alternative education program, suspended, or expelled (month/day/year).
Number of Days
Suspended
Indicate the number of days suspended from either regular or alternative school/program by placing
the number in the appropriate column: ISS for in-school suspension or OSS for out-of-school suspension.
= Alternative education program enrollment was already at capacity.
= No alternative education program was available for student at the needed grade level.
= No alternative education program existed to serve the student’s needs/problems.
= Student behavior would jeopardize other students in alternative education program.
= Student was suspended/expelled from the only alternative education program available.
= Other
3 = Long-term suspension
4 = Expulsion
5 = None
Appendix B
LEA Totals
of Short-Term Suspensions
by Ethnicity and Gender:
2000-2001
B-1
LEA Name
Alamance-Burlington
Alexander County
Allegany County
Anson County
Ashe County
Avery County
Beaufort County
Bertie County
Bladen County
Brunswick County
Buncombe County
Asheville City
Burke County
Cabarrus County
Kannapolis City
Caldwell County
Camden County
Carteret County
Caswell County
Catawba County
Hickory City
Newton Conover City
Chatham County
Cherokee County
Edenton/Chowan
Clay County
Cleveland County
Kings Mountain
Shelby City
Columbus County
Whiteville City
Craven County
Cumberland County
Currituck County
Dare County
Davidson County
Lexington City
Thomasville City
Davie County
Duplin County
Durham
Edgecombe County
Winston-Salem/Forsyth
Franklin County
Gaston County
Gates County
Graham County
Granville County
Greene County
Guilford County
Halifax County
Roanoke Rapids City
Weldon City
Harnett County
Haywood County
Henderson County
Hertford County
Hoke County
Hyde County
Male
Asian
Female
11
6
0
0
0
0
0
0
0
4
5
0
58
111
12
0
0
9
0
28
30
32
4
0
0
0
1
5
1
1
0
13
61
3
0
11
93
4
1
2
19
0
19
2
0
0
0
7
0
116
1
4
0
2
0
1
1
3
0
8
0
0
0
0
0
0
0
0
3
1
0
17
38
0
0
0
0
0
3
6
2
0
0
0
0
0
5
0
2
0
2
20
0
0
8
25
0
1
2
4
0
2
3
0
0
0
0
0
23
0
0
0
1
0
0
0
2
0
Male
Black
Female
599
56
0
48
1
0
16
46
241
537
350
347
132
855
332
102
36
203
258
245
520
159
365
4
249
0
461
210
342
482
306
2020
4652
17
1
95
592
228
102
1249
4072
1386
4932
782
0
165
0
770
483
6101
901
129
173
768
10
147
637
66
71
242
14
0
17
1
0
5
8
83
169
119
167
55
389
112
64
13
65
57
75
262
77
111
0
93
0
160
92
151
136
105
805
2061
11
0
16
288
96
41
464
1545
616
1970
232
0
55
0
283
141
2581
351
60
55
331
4
39
298
16
18
2000-2001
Number of Short-Term Suspensions
Hispanic
American Indian
Male
Female
Male
Female
84
16
2
0
0
0
0
0
4
26
53
9
47
93
55
12
0
10
4
60
64
93
52
4
1
0
9
2
2
12
5
45
260
0
2
18
81
21
20
137
164
28
330
32
0
0
0
36
23
178
3
0
0
67
6
56
5
0
0
13
4
1
0
0
0
0
0
1
5
7
7
9
21
20
9
0
4
1
7
25
38
17
0
0
0
2
5
3
2
0
28
87
0
1
1
51
7
9
40
44
6
98
14
0
0
0
3
1
60
0
0
0
24
2
10
0
0
0
2
3
0
1
0
0
0
0
2
7
16
1
1
1
1
1
0
0
0
2
1
0
5
0
0
0
1
6
0
17
5
2
166
0
0
22
7
0
0
2
11
0
36
1
0
0
3
9
0
48
58
0
0
9
2
5
0
21
0
1
0
0
0
0
0
0
0
1
3
1
0
0
8
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
5
2
0
47
0
0
5
0
0
0
0
3
0
12
2
0
0
0
0
0
15
3
0
0
17
0
1
1
6
0
Multiracial
Male
Female
17
2
0
0
2
1
0
0
0
8
55
15
12
34
16
8
0
19
0
13
12
0
8
1
0
0
17
12
5
1
5
7
113
0
0
16
21
10
1
0
90
22
146
15
0
2
0
9
1
135
1
0
0
24
0
10
1
5
0
12
1
0
1
0
0
0
0
0
0
16
2
10
7
2
3
0
0
0
6
4
11
1
0
2
0
7
2
3
0
1
4
38
2
0
10
19
0
0
0
26
1
46
6
0
0
0
1
0
63
0
0
0
18
0
0
0
1
0
White
Male
Female
1063
473
38
2
215
93
24
5
162
848
2106
119
1037
1409
318
725
97
998
180
1002
318
442
424
146
105
0
963
524
152
223
89
1098
2022
97
36
2696
303
171
270
481
581
506
2140
501
2
102
19
489
99
2446
44
265
9
750
427
608
61
32
7
317
146
14
0
47
12
11
0
34
227
585
34
297
389
57
237
24
251
39
256
139
153
88
50
10
0
249
136
66
46
29
274
659
29
3
945
62
47
70
64
178
107
658
130
0
18
14
139
48
649
25
60
8
196
179
173
19
3
5
LEA Name
Iredell-Statesville
Mooresville City
Jackson County
Johnston County
Jones County
Lee County
Lenoir County
Lincoln County
Macon County
Madison County
Martin County
McDowell County
Charlotte-Mecklenburg
Mitchell County
Montgomery County
Moore County
Nash-Rocky Mount
New Hanover County
Northampton County
Onslow County
Orange County
Chapel Hill-Carrboro
Pamlico County
Elizabeth City/Pasquotank
Pender County
Perquimans County
Person County
Pitt County
Polk County
Randolph County
Asheboro City
Richmond County
Robeson County
Rockingham County
Rowan-Salisbury
Rutherford County
Sampson County
Clinton City
Scotland County
Stanly County
Stokes County
Surry County
Elkin City
Mount Airy City
Swain County
Transylvania County
Tyrrell County
Union County
Vance County
Wake County
Warren County
Washington County
Watauga County
Wayne County
Wilkes County
Wilson County
Yadkin County
Yancey County
Total
Male
Asian
Female
31
0
0
4
0
0
2
2
0
0
0
0
293
0
3
0
6
7
0
9
0
6
0
6
0
0
0
11
1
4
3
0
49
0
15
0
0
0
0
31
0
1
0
1
0
0
5
2
0
100
0
2
0
2
0
2
0
0
1,279
7
1
0
2
0
1
0
1
1
0
0
0
52
0
0
0
6
4
0
3
0
2
0
2
0
0
0
4
0
1
0
0
23
0
4
0
0
0
0
8
0
0
0
0
0
0
1
0
0
20
0
0
0
0
0
0
0
0
321
Male
Black
Female
1085
152
13
1885
88
640
1264
306
2
0
1478
26
12353
1
162
502
1590
1472
18
787
54
186
179
698
526
127
218
3938
9
77
159
491
1425
875
1577
316
631
500
1240
595
41
49
4
2
0
36
174
1323
13
6813
608
293
5
200
49
1258
14
1
86,579
557
52
1
750
24
147
427
120
2
0
521
2
4895
0
68
160
710
767
8
246
24
70
51
274
125
20
75
1680
2
22
38
191
539
346
651
85
167
142
498
246
12
13
6
13
1
10
62
455
1
2855
200
125
0
84
11
520
5
1
34,296
2000-2001
Number of Short-Term Suspensions
Hispanic
American Indian
Male
Female
Male
Female
88
4
6
290
0
115
23
101
2
0
7
1
516
2
34
44
36
17
0
62
5
15
0
6
22
1
2
61
19
45
57
12
31
57
142
6
134
25
6
25
7
69
10
3
2
1
0
147
0
542
2
0
0
9
35
41
15
2
5,135
27
1
3
66
1
37
8
39
0
0
4
1
154
0
19
8
9
2
0
26
0
4
0
3
5
0
3
20
0
3
18
0
9
17
40
2
14
2
9
5
4
27
2
0
0
1
0
64
0
134
0
1
0
1
2
8
0
0
1,490
11
0
24
6
0
3
0
9
0
0
1
0
100
0
1
23
9
13
0
3
0
0
1
0
3
0
25
0
0
16
0
13
1298
8
19
2
5
19
210
3
0
0
0
0
47
1
0
12
0
34
11
0
0
3
0
0
1
0
2,409
9
0
10
5
0
0
0
2
0
0
0
1
38
0
0
2
4
0
0
2
0
0
0
0
0
0
7
0
0
3
0
2
436
7
0
0
6
12
60
0
2
0
0
0
29
0
0
9
0
9
4
0
1
0
0
0
0
0
793
Multiracial
Male
Female
13
4
1
50
0
15
11
14
0
0
7
1
117
0
1
7
3
68
0
69
4
9
1
7
3
1
11
30
1
22
5
4
8
33
39
4
8
2
2
10
4
11
0
0
1
7
0
28
0
161
16
0
3
0
5
6
0
0
1,719
14
1
0
15
1
9
1
9
1
0
0
0
32
0
0
12
4
18
0
26
0
0
0
13
0
0
1
14
0
9
1
1
6
15
15
3
6
2
8
2
6
3
0
1
0
2
0
21
0
73
0
2
0
3
0
2
0
0
678
White
Male
Female
1728
170
176
2337
44
521
420
1039
185
117
274
239
3402
63
135
528
460
1019
4
970
79
122
211
312
452
82
97
1296
76
888
240
311
501
1498
2141
871
348
119
351
1305
435
654
10
45
131
218
66
1823
1
4493
78
31
220
105
418
329
147
138
65,035
530
32
50
645
6
103
103
221
58
17
38
61
939
23
10
150
116
315
0
232
8
27
63
74
99
25
21
321
21
208
53
56
168
367
673
194
86
13
148
272
99
227
2
14
42
62
41
468
0
1188
14
1
55
21
89
73
45
35
17,727
Appendix C
Charter School Totals
of Short-Term Suspensions
by Ethnicity and Gender:
2000-2001
C-1
LEA Name
Lakeside School
River Mill Charter
Grandfather Academy
Crossnore Academy
Washington Montessori
Charter Day School
Francine Delany
Evergreen Community
Cape Lookout Marine
Tiller School
Englemann
Chatham Charter
Woods Charter
The Learning Center
Alpha Academy
Maureen Joy
Healthy Start
Carter Community
Kestrel Heights
Turning Point
Research Triangle
Success Academy
Omuteko Gwamaziima
Lift Academy
Quality Education
Downtown Middle
C.G. Woodson
East Winston Primary
Forsyth Academies
Highland
Piedmont Community
Imani Institute
Greensboro Academy
Phoenix Academy
Harnett Early Childhood
Mountain Community
American Renaissance
Developmental Day
American Ren. Middle
Success Institute
Summit Charter
Provisions Academy
Children's Village Academy
Lincoln Charter
Community Charter
Kennedy Charter
Lake Norman
Sugar Creek
Metrolina Regional
MAST
STARS
Charter Schools
2000-2001
Number of Short-Term Suspensions
Asian
Black
Hispanic
American Indian
Male Female Male Female Male Female Male
Female
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
2
0
0
1
0
0
0
4
0
0
2
3
0
2
29
63
0
0
0
43
0
9
21
0
22
37
8
0
0
0
9
217
3
0
0
1
0
0
2
0
0
6
10
1
9
30
5
23
0
24
1
3
0
0
1
0
0
0
0
0
0
1
4
0
0
12
14
0
0
0
27
0
2
6
0
5
16
1
0
0
0
0
58
0
0
0
0
0
0
2
0
0
5
2
3
1
12
0
3
0
4
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
3
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
2
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Multi-racial
White
Male Female Male Female
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
2
0
0
0
0
0
0
4
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
1
0
0
0
0
1
0
0
0
0
0
0
0
1
0
0
0
0
5
0
0
0
0
0
0
2
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
5
0
0
0
0
0
0
0
0
0
1
0
0
0
1
0
0
0
0
0
1
0
0
13
0
0
0
66
0
1
1
16
0
14
10
0
0
0
0
0
0
0
0
0
0
26
0
0
0
0
5
5
4
9
0
6
0
0
9
0
0
16
0
7
0
15
20
0
0
17
0
5
0
0
3
0
0
0
11
0
0
0
6
0
0
1
0
0
0
0
0
0
0
0
0
0
2
0
0
0
0
0
0
0
1
0
0
0
0
1
0
0
6
0
1
0
3
1
0
0
2
0
LEA Name
Charter Schools
2000-2001
Number of Short-Term Suspensions
Asian
Black
Hispanic
American Indian
Male Female Male Female Male Female Male
Female
Multi-racial
White
Male Female Male Female
Rocky Mt Charter Public
Cape Fear Center
Orange Co. Charter
Village Charter
New Century
Arapahoe
Bethel Hill
CIS Academy
Bethany Community
Rowan Academy
Thomas Jefferson
Laurinburg
Laurinburg Homework
Stanly Co. Community
Millennium
Brevard Academy
Union Academy
Vance Charter
Exploris
J.H. Baker Jr. Charter
Magellan
Sterling Montessori
Franklin Academy
East Wake Academy
SPARC Academy
Northeast Raleigh
PreEminent Charter
Quest Academy
Raleigh Charter High
Community Partners
Haliwa-Saponi Tribal
Dillard Academy
Wayne Academy
Bridges
S.B. Howard
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
53
0
0
0
1
3
1
3
0
32
0
23
14
0
0
3
0
3
0
0
0
0
0
12
18
12
0
0
1
1
0
0
8
0
0
12
0
1
0
2
1
0
0
0
9
0
12
21
0
0
0
0
2
0
0
0
0
0
5
3
2
0
0
0
0
0
0
5
0
0
0
0
2
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
2
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
6
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
2
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
7
0
0
1
0
0
0
0
0
0
3
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
5
0
41
0
7
10
2
2
0
0
0
0
21
0
2
2
0
39
0
0
0
0
8
12
0
0
0
0
12
13
0
0
0
0
0
1
0
49
0
0
3
1
0
0
0
0
0
17
0
0
1
0
8
0
0
0
0
5
1
0
0
0
0
2
7
0
0
0
0
0
Total
0
0
775
257
9
3
7
3
21
15
437
138