Date of Award


Degree Type


University or Center

Clark Atlanta University(CAU)


School of Education

Degree Name



Educational Leadership

First Advisor

Dr. Moses Norman

Second Advisor

Dr. Noran Moffett

Third Advisor

Dr. Robert Waymer


The purpose of this study was to investigate the relationship of school suspensionand other key variables on the performance of African-American middle students on theGeorgia Criterion-Referenced Competency Test (CRC I’) in a southern metropolitan Atlanta school district. The study examined students’ academic performance as measured by a selected school’s eighth grade CRCT performance levels in reading, English/language arts, and math in relation to teachers’ perceptions of suspension and student motivation.

The research design utilized in the study was an ex postfacto survey design in which significance analyses were conducted on a purposive sample using archived data. The sample population consisted of 245 African-American eighth grade students during the 2008-2009 school year that were placed on in-school and out-school-suspension as a disciplinary consequence. This study design allowed for the investigation and interpretation of existing conditions in a popu!ation of students that took the Georgia CRCT in the areas of reading, English language arts and math. Data were collected using (a) a 23-question survey administered to a population of 16 teachers that taught eighth grade students, and (b) archived CRCT and discipline data collected from a selected middle school in a large metropolitan Atlanta school district during the 2008-2009 school year.

T-test analysis indicated that when comparing CRCT test scores between studentsthat received In-School Suspension (ISS) and students that had not received ISS, there was a significant difference in the areas of reading (p .004), English/language arts (p = .004), and math (p= .030). Similarly, when comparing CRCT test scores between students that received Out-of-School Suspension (OSS) and students that had not received OSS, there was a significant difference in areas of reading (p = .000),English/language arts (p = .002), and math (p = .009). Students that did not receive school suspension performed at a higher level than students that did receive school suspension. The findings suggested that absence from direct classroom instruction due to suspension had a negative impact on student perfotmance on the Georgia CRCT.

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