Research Review
Behavior management is one of the main factors used to evaluate teachers. Students’ misconduct results in applying one form of punitive measures. Schools and administrators are evaluated based on the number of times punitive measures applied in schools. As a result, administrators are avoiding placing students in alternative educational placement. This avoidance emerged as the administrators started holding the teachers responsible for managing discipline. Trying to understand the causes of this shift I collected some data concerning the 4 districts that I worked in or the ones my children attended. Then, I organized this data in the table below (table-1)1, 2
Cy-Fair
|
Fort Bend
|
Katy
|
Houston
| ||||||||
2010
|
2011
|
2010
|
2011
|
2010
|
2011
|
2010
|
2011
| ||||
DISTRICT CUMULATIVE YEAR END ENROLLMENT
|
110,536
|
112406
|
72,917
|
72410
|
61,970
|
64,042
|
216,085
|
218,929
| |||
DISTRICT DISCIPLINE POPULATION
|
20,145
18.22%
|
19214
17.1%
|
13,053
17.90%
|
12247 16.90%
|
5,364
8.7%
|
5813
9.1%
|
35,995
16.66%
|
34,438
15.7%
| |||
DISTRICT DISCIPLINE RECORD COUNT
|
80,626
|
74,233
|
45,323
|
38,881
|
15,592
|
17,153
|
101,135
|
96,731
| |||
COUNT OF STUDENTS EXPELLED TO JJAEP
|
93
0.46%
|
82
0.43%
|
107
0.82%
|
70
0.6%
|
34
0.63%
|
18
0.31%
|
153
0.43%
|
108
0.31%
| |||
COUNT OF STUDENTS REMOVED TO A DAEP
|
1,529
7.59%
|
1382
7.2%
|
1,645
12.60%
|
689 5.60%
|
288
5.4%
|
276
4.7%
|
3,422
9.51%
|
3,401
9.81%
| |||
COUNT OF STUDENTS SUSPENDED IN SCHOOL
|
17,666
87.69%
|
16627
86.5%
|
9,069
69.48%
|
8046 69.48%
|
4,483
65.7%
|
4,925
84.7%
|
22,084
61.35%
|
22,960
66.7%
| |||
STUDENTS SUSPENDED OUT OF SCHOOL
|
9,217
45.75%
|
8912
46.4%
|
6,430
49.26%
|
5534 45.2%
|
1,719
32.1%
|
1,776
30.6%
|
22,539
62.6%
|
20,161
58.5%
| |||
By observing the data table we notice the following patterns:
1- The percentage of students’ removal to DAEP is decreasing, with the exception of Houston ISD, it increased slightly by 0.30%
2- The percentage of out-of-school suspension decreased by 4.06% in Fort Bend, 0.15% in Katy and 4.1% in Houston ISD, with the exception of Cypress-Fairbanks it increased slightly by 0.65%
3- The percentage of students’ removal to JJAEP is decreasing.
4- The percentage of in school suspension is slightly increasing.
Discipline in the classroom setting is a major problem that hinders the academic performance in the classroom. Teachers are overwhelmed by the task of maintaining a safe, inviting and pro-learning environment in the classroom. Teachers’ responsibilities include:
1- Delivery of content
2- Maintaining accurate records of attendance and grades
3- Applying modifications to students with special needs
4- Sustaining contact with parents
5- Employing instructional and management strategies consistent with campus and district initiatives (3)
6- Managing student discipline
Managing student discipline includes few steps before writing the student on a discipline referral. Examples of the pre-referral steps are contacting parents, student-teacher conference (setting short term goals and long term goals), and student-teacher contract. In short, managing student discipline is time consuming and if handled by teachers solely, it will hinder teachers from performing their major job of educating children.
Administrators are frustrated with their inability to balance between managing behavior referrals and the fact that disruptive students “are required to be assessed on grade level, it is imperative that they are educated just as the remainder of the student population” 3
Administrators employ a variety of strategies:
1- Out-of- school suspension
2- In-school suspension
3- disciplinary alternative education placements (DAEP)
4- Expulsion
At the same time, administrators are under pressure from parents, district officials due to the fact that Alternative Educational Placement have failed to educate students. I compiled the data from several data tables provided by a study “Disciplinary Methods and Student Achievement: A Statewide Study of Middle School Students”3 in one table (table -2).
Variables
|
n
|
M
|
SD
|
n
|
M
|
SD
|
n
|
M
|
SD
| |
TAKS Reading
| ||||||||||
Students Receiving In-School Suspension
|
Students Receiving Out-of-School Suspension
|
Students Receiving a DAEP Placement
| ||||||||
All Students
|
213,050
|
2189.96
|
327.23
|
100,079
|
2153.89
|
340.50
|
30,763
|
2110.51
|
352.11
| |
Sixth Grade
|
57,582
|
2415.24
|
262.98
|
25,441
|
2414.55
|
264.81
|
6,328
|
2419.43
|
254.49
| |
Seventh Grade
|
75,181
|
2079.98
|
282.68
|
35,525
|
2044.28
|
287.53
|
10,779
|
2006.66
|
296.46
| |
Eighth Grade
|
80,287
|
2131.37
|
329.48
|
39,113
|
2083.90
|
340.52
|
13,656
|
2049.34
|
351.33
| |
Students Not Receiving In-School Suspension
|
Students Not Receiving Out-of-School Suspension
|
Students Not Receiving a DAEP Placement
| ||||||||
All Students
|
646,900
|
2239.48
|
307.20
|
759,871
|
2236.87
|
307.91
|
829,187
|
2231.54
|
310.63
| |
Sixth Grade
|
175,084
|
2265.33
|
323.87
|
207,225
|
2288.67
|
319.68
|
226,338
|
2299.16
|
317.54
| |
Seventh Grade
|
238,028
|
2193.08
|
273.25
|
277,684
|
2181.50
|
274.88
|
302,430
|
2171.61
|
277.45
| |
Eighth Grade
|
233,788
|
2267.37
|
321.07
|
274,962
|
2253.76
|
321.38
|
300,419
|
2240.93
|
325.13
| |
TAKS Math
| ||||||||||
Students Receiving In-School Suspension
|
Students Receiving Out-of-School Suspension
|
Students Receiving a DAEP Placement
| ||||||||
All Students
|
213,053
|
2138.21
|
284.12
|
100,079
|
2107.51
|
290.26
|
30,763
|
2061.29
|
299.63
| |
Sixth Grade
|
57,582
|
2360.63
|
284.79
|
25,441
|
2362.98
|
281.89
|
6,328
|
2369.59
|
271.53
| |
Seventh Grade
|
75,184
|
2071.04
|
207.32
|
35,527
|
2040.86
|
205.55
|
10,781
|
2003.50
|
215.60
| |
Eighth Grade
|
80,287
|
2041.58
|
258.36
|
39,111
|
2001.87
|
260.51
|
13,654
|
1964.04
|
274.33
| |
Students Not Receiving In-School Suspension
|
Students Not Receiving Out-of-School Suspension
|
Students Not Receiving a DAEP Placement
| ||||||||
All Students
|
646,902
|
2196.61
|
257.96
|
759,876
|
2191.97
|
260.92
|
829,192
|
2186.62
|
263.48
| |
Sixth Grade
|
175,084
|
2235.69
|
301.32
|
207,225
|
2254.78
|
302.46
|
226,338
|
2263.73
|
302.48
| |
Seventh Grade
|
238,032
|
2186.99
|
213.41
|
277,689
|
2174.29
|
214.52
|
302,435
|
2164.70
|
215.68
| |
Eighth Grade
|
233,786
|
2177.13
|
261.04
|
274,962
|
2162.48
|
261.84
|
300,419
|
2150.59
|
263.80
| |
By observing data table-2 we notice the following:
1- The students placed in Alternative Educational Placement performed lower on TAKS (Math and English) than those in the regular classroom.
2- The sixth graders in AEP, on average, out- performed the sixth graders in regular classroom. This observation is worth studying, but I will not dwell on it in this study.
“Very recently, Welch and Payne (2010) documented that school personnel had become harsher in their responses toward student misbehavior. In an era of school accountability and legislation that mandates that no child will be left behind, public school administrators and teachers must ensure that all students, even those students who disrupt the learning environment, receive a quality education.”3
Based on the above, an important question emerges:
Will online classes help students learn in alternative educational placement (AEP)?
The independent variable in my study is the online class, and the dependent variable is student’s learning. I will define the independent and dependent variables and the process of collecting data and data analysis later in my study.
Subjects:
400 students in the State of Texas public school system enrolled in high schools (grades 9, 10, 11, and 12) placed in DAEP (males and females)
400 students is equivalent to ~1/3 of the DAEP population (average of the DAEP population in the 4 districts listed in Table-1 is 1437 during the year 2011).Hence, the sample is large enough to validate the results.
Location of Study:
District Alternative Educational Placement (DAEP)
Disciplines involved:
Biology, Chemistry, Physics
Duration of Study:
1 year (hopefully, during the school year 2012-2013 or 2013-2014)
Independent Variable:
Online class
Dependent Variable:
Students’ scores on EOC Exams (Biology, Chemistry, and Physics) will reflect students’ learning.
Online Classes:
In a DAEP setting the students work alone at a station without being able to communicate with other students during class time. During the study each student will be provided with a computer and the following programs:
1. Computer based activities such as Gizmos and Phet simulations
2. Resources for students:
A. ESOL students will use Google translate or other programs if provided by the school district.
B. WolframAlpha as a tool to help in computation and topic related information
3. A feedback and communication tool such as moodle or LiveJournal with the researcher available during school hours to respond to students’ comments, questions and to provide technical support.
Important Note:
Online classes will follow the pacing of the curriculum provided by the district. Hence, we avoid material repetition and help students by covering all contents during the right time.
Data Collection:
In the study, “Disciplinary Methods and Student Achievement: a Statewide Study of Middle School Students”
The researchers used the students’ scores on the TAKs exams. In my study I will use the scores on the EOC exams. However, I will not use the overall score. Instead I will use the item analysis of each student; in other word, I will calculate the percentage of the right answers on an “Objective”. The reasoning behind calculating the percentage is that students assigned to DAEP for different intervals starting from 4 weeks (20days) up to 26 weeks (180 days). So, using the overall score on the EOC exam defeat the purpose of measuring the effect of using the online classes on students’ scores; since before and after serving the assignment at the DAEP, students will be attending the regular classroom.
What is item analysis?
To understand the meaning of item analysis, I added a snapshot of the key of a released Biology EOC {see EOC snapshot -1 below}. Also, I added an explanation of what the columns on the key stand for:
{EOC snapshot -1}
0-The number of the question on the EOC test is listed under “Item Number”
1-The Category represents the Aim
[Definition of Aim
a. Aims are general statements that provide direction or intent to educational action.
b. Aims are usually written in amorphous terms using words like: learn, know, understand, appreciate, and these are not directly measurable.]
EOC curriculum {see EOC snapshot-2} includes 5 Categories, as an example Category 1 is:
“Cell Structure and Function
The student will demonstrate an understanding of biomolecules as building blocks of cells, and that cells are the basic unit of structure and function of living things”.
2- See at the end of the list
3 - Column 4 on the table represents the Goals (Expectation):
[Definition of Goals:
a. Goals tend to be more general than objectives. You might talk about the overall goals of a unit or a course.
Under each category there are several Goals. Category 1 has 3 Goals listed under it, (B.4), (B.5), and (B.9) {see EOC snapshot-2}
(B. 4) is an example of a Goal:
“Science concepts- The student knows that cells are the basic structures of all living things with specialized parts that perform specific functions and that viruses are different from cells. The student is expected to”.
{EOC snapshot-2}
4-The letters in the parenthesis next to each goal represent the objectives.
Under each Goal in the EOC curriculum there are several objectives.
[Definition of objectives:
An objective should satisfy the following conditions
a. Objectives should always focus on the students, not the instructor.
b. Objectives should address outcomes, not learning processes.
c. Each objective should focus on only one idea.
d. Objectives should measure specific behaviors.]
Under each Goal there are several Objectives. Goal (B.4) has 3 Objectives listed under it, (A), (B), and (C)
(B. 4) A is an example of an Objective:
“Compare and contrast prokaryotic and eukaryotic cells;”
5- The process student expectations are listed separately in a new column. In
EOC, the Nature of Science does not count as an Aim (Category) unlike TAKs. So item 1 belongs to Aim1 (category 1), Goal (B.4), and objective (A); at the same time, it belongs to Goal (B.3), and objective (B) under an overarching, unnumbered Aim called the Nature of Science.
2-In this column is labeled as a readiness standard (objective) or supporting standard (objective).
Readiness stands for:
a. They are essential for success in the current grade or course.
b. They are important for preparedness for the next grade or course.
c. They support college and career readiness.
d. They necessitate in-depth instruction.
e. They address broad and deep ideas.
Supporting stands for:
a. Although introduced in the current grade or course, they may be emphasized in a subsequent year.
b. Although reinforced in the current grade or course, they may be emphasized in a previous year.
c. They play a role in preparing students for the next grade or course but not a central role.
d. They address more narrowly defined ideas.
Data analysis:
Based on the item analysis
I will compare the percentage of right answers in the sample to the percentage of the right answers in the DAEP population that did not participate in the online classes.
Also, I will segregate the data by the interval students spent in DAEP such as 4 weeks, 12 weeks up to 26 weeks.
Possible Extensions of the study:
1- Upon finishing the study, I might extend it to compare the performance of the female students to that of the male students.
2- Upon reviewing the data from the study “Disciplinary Methods and Student Achievement: A Statewide Study of Middle School Students”
I noticed that the sixth graders in the alternative educational placement out-performed the sixth graders in regular classroom. I think that these sixth graders are bored overachiever. I wonder if the data pattern will continue if these sixth graders are provided with rigorous, hands-on curriculum.
References:
1- http://ritter.tea.state.tx.us/adhocrpt/Disciplinary_Data_Products/Download_District_Summaries.html
2- District Snapshots (TEA.gov)
3- “Disciplinary Methods and Student Achievement: A Statewide Study of
Middle School Students” by Matthew Kralevich, John R. Slate, Carmen Tejeda-Delgado, Cheryl Kelsey; International Journal of Educational Leadership Preparation, Volume 5, Number 1 (January - March 2010).
Variables
|
n
|
M
|
SD
|
n
|
M
|
SD
|
n
|
M
|
SD
| |
TAKS Reading
| ||||||||||
Students Receiving In-School Suspension
|
Students Receiving Out-of-School Suspension
|
Students Receiving a DAEP Placement
| ||||||||
All Students
|
213,050
|
2189.96
|
327.23
|
100,079
|
2153.89
|
340.50
|
30,763
|
2110.51
|
352.11
| |
Sixth Grade
|
57,582
|
2415.24
|
262.98
|
25,441
|
2414.55
|
264.81
|
6,328
|
2419.43
|
254.49
| |
Seventh Grade
|
75,181
|
2079.98
|
282.68
|
35,525
|
2044.28
|
287.53
|
10,779
|
2006.66
|
296.46
| |
Eighth Grade
|
80,287
|
2131.37
|
329.48
|
39,113
|
2083.90
|
340.52
|
13,656
|
2049.34
|
351.33
| |
Students Not Receiving In-School Suspension
|
Students Not Receiving Out-of-School Suspension
|
Students Not Receiving a DAEP Placement
| ||||||||
All Students
|
646,900
|
2239.48
|
307.20
|
759,871
|
2236.87
|
307.91
|
829,187
|
2231.54
|
310.63
| |
Sixth Grade
|
175,084
|
2265.33
|
323.87
|
207,225
|
2288.67
|
319.68
|
226,338
|
2299.16
|
317.54
| |
Seventh Grade
|
238,028
|
2193.08
|
273.25
|
277,684
|
2181.50
|
274.88
|
302,430
|
2171.61
|
277.45
| |
Eighth Grade
|
233,788
|
2267.37
|
321.07
|
274,962
|
2253.76
|
321.38
|
300,419
|
2240.93
|
325.13
| |
TAKS Math
| ||||||||||
Students Receiving In-School Suspension
|
Students Receiving Out-of-School Suspension
|
Students Receiving a DAEP Placement
| ||||||||
All Students
|
213,053
|
2138.21
|
284.12
|
100,079
|
2107.51
|
290.26
|
30,763
|
2061.29
|
299.63
| |
Sixth Grade
|
57,582
|
2360.63
|
284.79
|
25,441
|
2362.98
|
281.89
|
6,328
|
2369.59
|
271.53
| |
Seventh Grade
|
75,184
|
2071.04
|
207.32
|
35,527
|
2040.86
|
205.55
|
10,781
|
2003.50
|
215.60
| |
Eighth Grade
|
80,287
|
2041.58
|
258.36
|
39,111
|
2001.87
|
260.51
|
13,654
|
1964.04
|
274.33
| |
Students Not Receiving In-School Suspension
|
Students Not Receiving Out-of-School Suspension
|
Students Not Receiving a DAEP Placement
| ||||||||
All Students
|
646,902
|
2196.61
|
257.96
|
759,876
|
2191.97
|
260.92
|
829,192
|
2186.62
|
263.48
| |
Sixth Grade
|
175,084
|
2235.69
|
301.32
|
207,225
|
2254.78
|
302.46
|
226,338
|
2263.73
|
302.48
| |
Seventh Grade
|
238,032
|
2186.99
|
213.41
|
277,689
|
2174.29
|
214.52
|
302,435
|
2164.70
|
215.68
| |
Eighth Grade
|
233,786
|
2177.13
|
261.04
|
274,962
|
2162.48
|
261.84
|
300,419
|
2150.59
|
263.80
| |
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