Printable pdf - National Association of Secondary School Principals

This commitment includes the expectation that allschools promote engagement in the learning processas the primary strategy for addressing problematicbehaviors.TrendsAs a resultof our efforts,there has beena substantial decline in the overallnumbers of suspensions and the percentageof students suspended. We have also reducedthe disproportionality of suspensions amongracial groups. There were 3,240 fewer suspensionsin the district in the 2008–09 school yearcompared with the previous year—569 fewerat the elementary level, 1,413 fewer at themiddle school level, and 1,258 fewer at thehigh school level.The following compares data fromthe 2006–07 and the 2008–09 schoolyears.Number of out-of-school suspensions:n Suspensions to all students declinedby 44%n Suspensions to elementary schoolstudents declined by 52%n Suspensions to middle school studentsdeclined by 50%n Suspensions to high school studentsdeclined by 38%Percentage of students suspended:n Percentage of students suspendeddeclined by 54%n Percentage of elementary studentssuspended declined by 43%n Percentage of middle school studentssuspended declined by 50%n Percentage of high school studentssuspended declined by 62%Percentage of suspensions for students in eachracial group:n Percentage of Black students suspendeddeclined by 56%n Percentage of Asian students suspendeddeclined by 44%n Percentage of Hispanic studentssuspended declined by 52%n Percentage of White students suspended declinedby 55%The decreases correspond with our increased systemwidefocus on monitoring and sharing of best practices,as well as the implementation of the work group’s ninerecommendations. Although no single action can accountfor the decrease, there is reason to believe that there aresynergistic relationships between the monitoring, the disseminationof best practices, and the district’s commitmentto equity.Next StepsSignificant progress is being made in reducing suspensionsand in reducing disproportionality in suspensions amongracial groups, but there is more work to do. The districtremains committed to reducing the number of suspensions,the percentage of students being suspended, and thedisproportionate suspension of certain student subgroupswhile maintaining safe and focused teaching and learningenvironments that engage students in rigorous and challengingcurricula.This commitment includes the expectation that allschools promote engagement in the learning process asthe primary strategy for addressing problematic behaviors.Schools are continuing to refine the improvements that theyhave made, identifying root causes for discretionary suspensions,setting school improvement goals, implementingsuccessful strategies, using data analysis and monitoring tools,and reviewing and sharing alternatives to suspension. PLReferencesn Shade, B. J., Kelly, C., & Oberg, M. (1997). Creating culturallyresponsive classrooms. Washington, DC: American PsychologicalAssociation.n Witt, H. (2007, September 25). School discipline tougher onAfrican Americans. Chicago Tribune [e-edition]. Retrieved fromwww.chicagotribune.com/services/newspaper/eedition/chi-070924discipline,0,7975055.storyFrank H. Stetson (frank_h_stetson@mcpsmd.org) is the chief schoolperformance officer of Montgomery County (MD) Public Schools.Betty J. Collins (betty_j_collins@mcpsmd.org) is the director of the Departmentof Instructional Leadership Support in the Montgomery County (MD) PublicSchools.44 z Principal Leadership z october 2010