Punished to be Illiterate: Are Urban Texas Third Graders’ Disciplinary Absences Associated With Literacy Scores?

• In Event: Extrapolating Success for Historically Marginalized Groups in Space Beyond K–12

Abstract

Literacy, particularly as it relates to engaging students in science, technology, engineering, and mathematics (STEM) content remains critical. However, a major barrier exists for Hispanic and African American boys and girls (particularly in underserved and under-resourced areas) pertaining to their achievement in literacy outcomes. These students are often discriminated against based on their performance on literacy assessments. Few recent studies examine disciplinary outcomes and their influence on students’ performance in literacy at the start of standardized testing (i.e., 3rd grade). This study examined how the number of days missed because of suspensions, predicted 3rd grade literacy scores in urban schools in Texas.

Authors

• Sonyia Richardson, University of North Carolina - Chapel Hill

• John A. Williams, Texas A&M University