{"id":1624,"date":"2013-03-12T16:31:29","date_gmt":"2013-03-12T23:31:29","guid":{"rendered":"https:\/\/blogschapman.wpenginepowered.com\/education\/2013\/03\/12\/suspension-expulsion-and-other-ways-to-say-our-way-or-the-highway\/"},"modified":"2013-03-12T16:31:29","modified_gmt":"2013-03-12T23:31:29","slug":"suspension-expulsion-and-other-ways-to-say-our-way-or-the-highway","status":"publish","type":"post","link":"https:\/\/blogs.chapman.edu\/education\/2013\/03\/12\/suspension-expulsion-and-other-ways-to-say-our-way-or-the-highway\/","title":{"rendered":"Suspension, Expulsion, and other ways to say, \u201cOur way or the highway!\u201d"},"content":{"rendered":"<p>I recently reviewed an analysis of suspension and expulsion data completed by <i>Education Week<\/i>.\u00a0\u00a0 These data originated from the U.S. Department of Education, wherein they examined race trends.\u00a0 Some pretty savvy comments and questions were posted by readers.\u00a0 They questioned the \u201clumping\u201d of numbers, the gender inequity, and the lack of profiling schools as charter or public. That made me think a bit more deeply about this race-based accountability dance we have been doing.<\/p>\n<p>The past decade we have been using the term, \u201cachievement gap\u201d quite a bit.\u00a0 That gap has come to be understood as a deficiency in learning for students who seemingly cannot achieve \u201cproficient\u201d on standardized achievement tests.\u00a0 The students in this category are primarily black and Hispanic.\u00a0 Well\u00a0isn&#8217;t\u00a0that a coincidence!?\u00a0 The <a title=\"Education Week - Student Expulsion and Suspension Data, School Year 2009-10\" href=\"http:\/\/www.edweek.org\/ew\/qc\/2013\/ocrdata.html\"><i>Education Week<\/i> article<\/a> clearly states (in bold, red lettering), \u201cBlack students are overrepresented in disciplinary actions schools took in the 2009-10 school year.\u201d<\/p>\n<p>With black students representing only 18% of the data collection, 41.5% have been expelled.\u00a0 When added to out-of-school suspensions, 76.8% of black students have missed school in 2009\/2010.\u00a0 (For how long, the data does not reveal.) \u00a0White and Hispanic students are also missing instruction, with a combined total (out-of-school suspension and expulsion) of 71.1% and 47.7% respectively. \u00a0That means these students are out of their classrooms and away from what should be a stimulating learning environment\u2026. But are we creating classroom cultures that are stimulating and caring?<\/p>\n<p>In many ways our ability to quantify data in sophisticated ways has propelled us into the promise of technology.\u00a0 While data is plentiful via the information super highway, schooling practices are meandering along one-way cobblestone paths.\u00a0 We continue to teach in a very traditional style, asking students to sit quietly while we \u201cengage\u201d them with teacher speak.<\/p>\n<p>All of this makes my head spin.\u00a0 What are we doing with this information?\u00a0 In some ways in only serves to promote the idea that black and Hispanic children are intellectually less capable than others.\u00a0 We put things in bold letters and feed into the rhetoric of \u201cgaps\u201d and interventions.\u00a0 Is that really the issue here? \u00a0I hear screams when I see these data- the voices of bored children who are disconnected and uninspired.<\/p>\n<p><em>By Marisol Rexach, Ph.D. in Education Student<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"<p>I recently reviewed an analysis of suspension and expulsion data completed by Education Week.\u00a0\u00a0 These data originated from the U.S. 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