Reading Achievement, Suspensions, and African American Males in Middle School

Autor/inn/en	Anderson, Kenneth A.; Howard, Keith E.; Graham, Anthony
Titel	Reading Achievement, Suspensions, and African American Males in Middle School
Quelle	In: Middle Grades Research Journal, 2 (2007) 2, S.43-63 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-0814
Schlagwörter	Urban Schools; Delinquency; Reading Achievement; Academic Achievement; Grade 6; Males; Student Attitudes; African American Students; Suspension; Student Behavior; Middle School Students; Correlation; Behavior Problems; Age Differences; Predictor Variables; Poverty; Disabilities + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Kriminalität; Leseleistung; Schulleistung; School year 06; 6. Schuljahr; Schuljahr 06; Male; Männliches Geschlecht; Schülerverhalten; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Ausschluss; Schulausschluss; Student behaviour; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Korrelation; Age; Difference; Age difference; Altersunterschied; Prädiktor; Armut; Handicap; Behinderung
Abstract	Associations between reading achievement and behavior, albeit problematic, are empirically supported in the literature. Although well documented, many of the studies were conducted outside of the school context using reading measures not typically aligned with school curricula. Furthermore, previous studies primarily document the existence of delinquent behavior without assessing outcomes of the behaviors. To provide more insight on this issue, this study examines the relationship of reading achievement and suspensions for African American males in the middle grades using four years of archival data from a large urban school district. Results show that the strongest relationship between reading achievement and suspensions occur at the end of sixth grade, while other indicators, depending on grade level, show strong relationships to suspensions, as well. Implications for these findings are discussed and SSR[superscript 2] I, a literacy-based alternative to conventional suspensions, is introduced. (Contains 6 tables.) (As Provided).
Anmerkungen	Institute for School Improvement, Missouri State University. 901 South National Avenue, Springfield, MO 65897. Tel: 417-836-8854; Fax: 417-836-8881; Web site: http://www.isi.missouristate.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10