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ERIC ED339137: Student Assignment Centers: An In-School Suspension Program, 1990-91. PDF

32 Pages·1991·1.8 MB·English
by  ERIC
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DOCUMENT RESUME EA 023 562 ED 339 137 Opuni, Xwami; And Others AUTHOR Student Assignment Centers: An In-School Suspension TITLE Program, 1990-91. Houston Independent School District, TX. Dept. of INSTITUTION Research and Evaluation. PUB DATE 91 32p.; For a related document, see EA 023 561. NOTE Reports - Evaluative/Feasibility (142) PUB TYPE MF01/PCO2 Plus Postage. EDRS PRICE Academic Probation; Counseling Services; "Discipline DESCRIPTORS Problems; =In School Suspension; Intermediate Grades; Junior High Schools; Middle Schools; Program Effectiveness; *Program Evaluation; *Student Personnel Services; 'Suspension *Houston Independent School District TX; Middle IDENTIFIERS School Students ABSTRACT The effectiveness of the Student Assignment Center in the program (SAC), an inschool suspension program implemented The Houston Independent School District, is evaluated in this report. services for program pravides instructional and counseling support conduct middle-school students who risk suspension or expulsion for code violations. Goals are to improve students, attitudes and behaviors through motivational techniques and to improve their organizational skills and study habits. Methodology involved surveys of SAC staff, principals, and teachers at 19 participating middle schools; student attitude surveys; and analysis of program recidivism partially rates. Findings indicate that, overall, the program was effective in achieving its goals - -particularly, in improving the recidivism rate and classroom environments. However, deficiencies identified by respondents formed the basis for several recommendations, one of which is to combine long- and short-term frameworks. Nine tablAs and six figures are included. The appendix lists SAC resources. (18 references) (LMI) ****** ***** ****01#*******************SIMR*********** **************W*** supplied by EDRS are the best that can be made Reproductions from the original document. ****************** ***************************************************** Student Assignment Centers: An In-School Suspension Program 1990-91 Opuni, Kwame A., Ph.D. Mills, Richard J., Ed.D. Sanchez, Kathryn S., Ed.D. Gonzalez, J. Lt S DEPARTIRENT OF EDIAZATION Off c of oucahonsI Resettic% end Imetopentent EDUCATIONAL RESOURCES 01FORALATOON CENTER IEFOCI Elrtut. document Ines been tegtoduced es /mewed Nom the person co otosmation onomistme moko, ~goo nags Woe mode to *wove reptoduoon Quality Potr4I CI one* 0* oPtmOINSI.100 mRkedocat ment do not necessenty sitotedtent patio poticy of Aind eon Cle "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY imam CH & 111 RES 1111Wwja ALUATION HOUSTON 810DEPENDENT =nom orsriescr TO THE EDUCATIONAL RESOURCES INFORMATION CENTER IERICI" nilAVAILABLE 1 ITT I THE STUDENT ASSIGNMENT CENTERS 1990-91 Report ABSTRACT A Student Assignment Center (SAC) is an in-school suspension program that is designed to provide instructional and counseling support servica for middle school students who are at-risk of being suspended or &pelted for conduct code violations. The goals of the program are: (a) the knprovonent of student attitudes and behavior through the sae o f notivatimial techniques, and (b) the facilitation of student learning by the development of the organizational skills, goal-setting skills, and study habits of students. Nineteen middle schools had SAC's during the 1990-91 school year. This report evaluates the effectiveness of the program in improving student discipline, and further synthesizes recommendations from program personwl for program improvement. The multiple aid concurrent measures of program efficacy included evaluations by the SAC staff, principals, and classroom teachers of the program schools. Other measures were student attitude surveys and recidivism rates of program students at the respective Overall, the measures indicated that the program was partially sites. effective in achieving its goals. For instance, 51i% of student referrals to the SAC's did not have a second referral during the entire year. The SAC': also prrfivided the oppartunity for the non-SAC students to obtain conducive classroom environments where productive instruction could occur. However, there was much indication that the program had many deficiencies that had hampered the realization of the program's optimal Many recommendations were accordingly proposed by the efficacy. teachen and principals for addressing the identified deficiencies. INTRODUCTION Teachers at the elementary and secondary levels continue to express much concern and dissatisfaction about the unmitigated prominence of disciplinary problems in the school environment. Student discipline exeirises a very strong and pervasive influence on many determinants of school effectiveness. Among these are factors such as teacher morale, teacher job-related stress, teacher retention, student time-on-task, and ultimately, the overall amount of learning that takes place. A study of 5,000 Chicago teachers about the causes of job-related stress indicated that the teachers regarded the management of disruptive stmlents as second only to being involuntarily transferred (Cichon and Koff, 1980) as the major cause of stress. Fourteen out of fifteen Gallup Polls conducted across the nation between 1969 and 1983 revealed that Americans regarded discipline as the most important problem in the public schools (Jones, 1984). Furthermore, a recent survey of teachers by the Education Department's 3 Office of Educational Research and 1mpzovement (OERI) has indicated that incidents of disniptive behavior have become such a problem for teachers that 29% of the teachers polled indicated that "they have seriously considered leaving teaching" as a result (Education Week, 1987). The amount of student learning is also adversely affected if the teacher spends an excessive proportion of instructional time on discipline management problems (Stallings, 1985). In such situations, the disciplined student suffers indirectly through the loss of productive learning time that the teacher devotes to the management of the undisciplined student. The tuklisciplined student is, however, not immune to the adverse effects of his or her lack of discipline. In the words of Amitai The lack of self-discipline on the part of the student can counteract effective teaching, as learning requires a substantial amount of concentration, control of impulse, self-motivation, and ability to face and overcome stress (Etzioni, 1984). In effect, it is the opinion of many educauxs and non-edwators that discipline is the most significant detenninant of student success. The SAC program provides a mechanism to address dysfunctional attitudes and behaviors of students in order to facilitate a conducive school environment where productive instruction can occur. The Student Assignment Centers (SACs) were implemented by the Houston Independent School District (HISD) in nineteen of its thirty-four middle schools during the 1990-91 school year. The centers served students who were at-risk of being suspended or expelled from school for minor or moderately serious conduct violations, as listed in group 1-3 of the district's Code of Student Conduct. Such violations included: improper dzessing, running or making excessive noise in the halls, leaving school grounds without permission, tobacco smoking, fighting, gambling, unprovoked disrespect toward school personnel, acts of disobedience, disorderly behavior, use of profane or immoral language or gestures, and class cutting. The SAC is designed to address those skills and attitudes which, if lacking, may keep students from being producnve learners. The activities of the program are designed to enhance student attitudes toward school, through the use of motivational techniques, organizational skills, good study habits, and goal setting. Each SAC is required to have reference materials such as dictionaries and teacher editions of all prescribed textbooks. The regular classroom teachers of students who are referred to the SAC submit assignments to students while they are at the center. These assignmnts are to be completed by the student, under the supervision and instructional support of the SAC teacher. This framework allows the students to keep abreast of regular classroom instruction. The budget for the 1990-91 school year was $12,000 excluding staff salaries. Each SAC received $300 for the purchase of reading supplies and an additional $300 for the purchase of general supplies. This report assesses the effectiveness of the Student Assignment Centers during the 1990-91 school year, and provides recommendations from teachers, administrators and SAC staff for program improvement. Specifically, this inquiry addressed the following research questions: 2 4 I What weiv the daily enrollment and absentee rates at the SACs during the 1990-91 . school year? 2 Why were students referted to the SACs? . 3. What was the impact of the pmgram on recidivism taws at the respective schools? 4 How many days did students spend in the SACs during the 1990-91 school year. . S. What was the impact of the program on stutlan attitudes? 6. What were the perceptions of the SAC staff about the weaknesses, sttengths and effectiveness of the program? 7. ofwhatthewereprogramthe3xrceptions a the principals about the weaknesses and effectiveness 8. What were the perceptions of the regular classroom teachers about the weaknesses, strengths and effectiveness of the program? 9. What were the recommendations of the SAC staff, principals, and the regular classroom teachers for program tefinencnt? METHODOLOGY Sample Data on the entire population of students who were referred to the nineteen Student Assignment Centers during the 1990-91 school year were used in this evaluation. Additionally, all of the principals, teachers, and SAC staff of the nineteen SAC middle schools were surveyed. No subsequent samples were derived from any of the preceding populations. Data Analysis The analysis of the data follows a descriptive format, and focuses on: (a) the implementation of the program at the variom centers, (b) the effectiveness of the program, and (c) recommendations for developing a more effective program for addressing the disciplinary needs of the district's middle schools. RESULTS Question I: What were the daily enrollment and absentee rates in 1990-91 school year. METH ODS Monthly reports were obtained throughout the school year from the centers. The reports documented student referrals and enrollment, the reason for each referral, the date and length of stay of each referral, and daily absentee rates. FINDINGS As Table 1.1 indicates, the mean daily enrollment figures for McReynolds, Holland, Hogg, and Smith Middle Schools ranged between 25 and 34 students. These 3 figures exceed the teacher-student ratio of 1:25 which pertains to the regular classroom. In view of the fact that the SAC students had committed disciplinary infractions teflective of problematic auitudes, behaviors or needs, it would be generally expected that the student and teacher ratio should be much lower. Indeed, the SAC handbook specifies a ratio of 1:20. Visits to McReynolds and Hogg on days that could not necessarily be regaided as representative of other days, revealed that the class sizes were too large for one teacha to Six of the nineteen SAC's provide adequate one-on-one or small group tutoring. investigated had mean daily enrollments in excess of SAC guidelines. Table 1.1 Total School Emollment & Mean Daily Emolhnent/Absentee Rates (1990-91) School's Center's Center's Student Assignment 1990-91 Daily Mean Daily Mean Center Enrollment Enrollment Absentee Rate Clifton 1387 15 1 Edison 1333 10 2 Fleming 785 7 21** Fond= 2 1122 11 726 Forma le 2 17 Hamilton 3 1168 12 290 8 1073 Hogg Holland 1155 32** 11 6 Jactson 22** 1537 0 Johnston 7 1521 0 Lanier 1358 17 0 Lincoln 523 12 34 0 944 McReynolds 0 7 Pershing 1510 Revere 1611 11 3 Ryan 948 Smith 25** 332 10 2% Terrell 17 5 Welch 1608 8 2 * trumfficient data * Exceedc recommended enrollment ratio The mean daily absentee rate was highest in Fleming (30%), Holland (38%), and Smith (40%). Since students are supposed to serve all the days for which they are assigned to the centers, the more days they were absent from me SAC's the longer it took regular classroom. them to return to their Question 2: Why wf!re students referred to the SACs? METHODS Monthly reports were obtained throughout the school year from the centers. The mports documented student refeirals, enrollment, and the reasons for each referral. FINDINGS Of the 13, 082 (duplicated) referrals to the district's SACs during the 1990-91 school year, 32.5% were sixth graders, 31.9% were eighth graders, and 35.2% were seventh graders. As Figure 2.1 portrays, disruptive behavior and defiant attitudes toward school teackn and other staff represent 70.5% of the reasons for which the students were referred to the centers. The third highest reason was truancy, which includes skipping of classes and leaving the classroom or campus grounds without permission (14.4%). Figure 2.1 Percent of Students Referred to SACs For Various Reasons (1990-91) Referral Reasons 4.3 Other Weapon Possession 0.1 Drugs Possession 0.2 0.7 Stealing Smoking 0.2 Disruptive Behavior 321 Defying Authority 383 Profane Language Fighting Truancy 14.4 Makes 41 . f 1 1 0 20 30 25 5 35 15 10 Percent (rw13,082) A closer review of the referral reasons of the SAC's revealed that even though most of the centers had a considerable proporfion of their referral reasons in the areas of disruptive behavior and defiant attitudes toward school personnel, the proportions varied from center to center (Table 2.1). This observation indicates that the problem or referral areas varied in severity among the centers. For example, while 59% of students at McReynolds were referred for defying the authority of school personnel, the dominant area 5 7 of discipline referrals at Clifton (39%), Hogg (39%), and Jackson (39%) was disruptive behavior of the students. Furthermore, one observes that some of the SAC schools indicated other discipline areas such as truancy (Fleming, 45%; Fonvi lle, 42%), or fighting (Fondren, 32%) as ranking highest among the reasons. All these differences have district and building level planning and management implications. Table 2. I Highest Ranking Reasons For Each SAC (1990-91) as Percents of Total Referral Reasons Mond Disruptive Defying Schools Fighting Authority Truancy* Total Behavior Clifton 460 39% 33% 13% Edison 31% 32% 12% 201 Fleming 45% 8% 28% 387 Fondm 21% 23% 32% 251 Fonville 42% 34% 11% 402 Hamilton 28% 21% 14% 332 31% 39% 656 HAgg 17% Holland 32% 20% 27% 527 Jackson 39% 30% 14% 263 Johnston 24% 22% 439 23% Lanier 26% 29% 16% 740 Lincoln 37% 27% 23% 423 McReynokls 37% 6,075 59% Pershing 36% 36% 1.98 41% Revere 36% 303 rim 38% 22% 27% 326 Smith 22% 33% 387 13% lentil 24% 18% 22% 308 Welch 23% 31% 31% 156 * leaving the classroom or school grounds without permission. 'cutting class." and other forms of truancy. 6 ,` I II I a I ie. Lii 4M I 1 I a 4 1111 II. II - 1 v a't I I t ,0 .4 1, VI ... 4 .:1 4 : II 4 4 I. 1 : 4 1 . . - t I t "A_II : . . 4 41 1 ' t 4 4, hat. 4 a ....4 ..1.-. ' ° t *I. ' ' : 14 4 r l I # i f t ,g , # $ e I 4 4 w, a .60 I a 4 4 * _ . I a * i 4 , * , I.. 44 ...0 - 4 4 4 0 0 , im , a a i t t . ° . , : . 4 4 4 f 4 II 4. a, I a a .7. a II I ) I a I I 4, 111., = +a a 4 . 4 a 4 4 - . a a 4 4 a a a . a . , t , a i a , 4 i.,_,... 4 a . a 1 a,, # a a , . a i . : 4 4 a 4 4 1 * a 4 :. .., . . r a e (69.8%), Pershing (6.6%), Ryan (14.2%), Smith (34%), Fondren (9.4%), Terrell (37.9%). and Fleming (15.9%). A review of the preceding data indicated that McReynolds had (a) the lowest proportion of its sttulents who were referred only once; and (b) the largest number of students who were referred to an SAC for three or men times during the school year. Indeed, 9.8% (n=71) of the referrals of McReynokls SAC were referred 15-20 times, 7.7% (n=55) were referred 21-30 times, while 11% (n=17) were referred 31-51 times. However, it should be mentioned that the program at McReynolds was different. At McReynolds, students were referred to the center for two consecutive class periods, during which the students were required to write essays describing their behavior, and suggest ways for improvement. Question 4: How many days did students spend in the SACs during the 1990-91 school year? METHODS Monthly reports were obtained throuzhout the school year from the centers. The reports documented student referrals, enrollment, and the length of stay of each referral FINDINGS Figure 4.1 indicates that more than one half (56%) of the total number of students who were referred to the SACs spent between one half of a week and two weeks at the SACs during the school year. Over 400 students however spent more than one month out of the nine-month school year at the SACs. Figure 4.1 Length of Time Students were at the SACs (1990-91) Total NamWr of Days at SAC (1990-91) above 30 days 1.8 26-3D days 1.6 21-25 days 2.6 16-20 days 5.5 11-15 days 10.2 6-10 days 273 z days 28.9 1-2.5 days 15.1 less I day 6.8 0 20 10 25 30 15 Percent of Toml Number of Referrals (n=6.669) 8 0

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