S H A R O N L . C O N T R E R A S , P H . D . | S U P E R I N T E N D E N T
Goal V: Suspension Report
DIV IS ION OF ACCOUNTABIL ITY AND RESEARCH
GUILFORD COUNT Y SCHOOLS
DECEMBER 17 , 2019
MissionGuilford County students will graduate as responsible
citizens prepared to succeed in higher education,
or in the career of their choice.*
*This mission was adopted by the Guilford County Board of Education on December 12, 2000.
VisionTransforming learning and life outcomes for all students.
2
GCS Board Goals & KPIs
3
Goal V: Decrease Gaps
By 2022, decrease the achievement gap between black and Latino students and their white peers by 7 percentage points (currently gap ranges from 25-37 percent in reading and math).
KPI V.3. Percentage of students out-of-school suspended overall and by racial/ethnic groups.
4
Who is Being Suspended?
5
# of Suspensions Over Time
# o
f Su
spen
sio
ns
12,117 11,969
10,944 10,886
10,0029,180
6,587
7,7766,916 6,932 6,756
0
2,000
4,000
6,000
8,000
10,000
12,000
14,000
2007-08 2008-09 2009-10 2010-11 2011-12 2012-13
2013-14 2014-15 2015-16 2016-17 2017-18 2018-19
*N/A
*In the 2013-14 school year, the state mandated the use of PowerSchool as a statewide discipline data reporting system.Due to complications with the system, data from this school-year was not verified and cannot be used in our historical documentation of discipline suspensions throughout the district.
Change in Superintendent
6
# of Suspensions Among Groups Over Time
6
Year AllWhite Black Hispanic All Others
Male Female Male Female Male Female Male Female
2007-08 12,117 1,595 466 6,003 2,655 414 156 552 276
2008-09 11,969 1,545 403 6,006 2,630 417 137 599 232
2009-10 10,944 1,563 361 5,336 2,364 427 142 537 214
2010-11 10,886 1,531 361 5,421 2,247 437 175 501 213
2011-12 10,002 1,378 305 5,003 2,128 481 122 434 151
2012-13 9,180 1,097 283 4,664 2,007 452 149 375 153
2013-14*
2014-15 6,587 746 191 3,288 1,454 416 130 283 79
2015-16 7,776 739 195 3,994 1,698 516 184 324 126
2016-17 6,916 764 198 3,333 1,592 443 148 317 121
2017-18 6,932 634 147 3,545 1,555 436 168 289 158
2018-19 6,756 616 170 3,288 1,582 457 183 331 129
*In the 2013-14 school year, the state mandated the use of PowerSchool as a statewide discipline data reporting system.Due to complications with the system, data from this school-year was not verified and cannot be used in our historical documentation of discipline suspensions throughout the district.
7
# of Students Suspended By Group
7
District White Black Hispanic All Others SWD EL
2014-15 4,034 628 2,786 369 251 1,040 181
2015-16 4,513 633 3,147 444 289 1,225 139
2016-17 4,246 673 2,883 402 288 1,081 147
2017-18 4,142 530 2,912 409 291 1,057 168
2018-19 4,084 545 2,820 428 291 1,003 195
0
500
1,000
1,500
2,000
2,500
3,000
3,500
4,000
4,500
5,000
8
% of Students Suspended by Group
8
District White Black Hispanic All Others SWD EL
2014-15 5.5% 2.4% 9.2% 3.7% 3.3% 10.1% 3.4%
2015-16 6.1% 2.5% 10.4% 4.2% 3.7% 12.2% 2.9%
2016-17 5.8% 2.8% 9.7% 3.6% 3.6% 11.1% 3.1%
2017-18 5.7% 2.2% 9.7% 3.5% 3.5% 10.9% 3.0%
2018-19 5.6% 2.4% 9.4% 3.6% 3.4% 10.3% 3.1%
0.0%
2.0%
4.0%
6.0%
8.0%
10.0%
12.0%
14.0%
9
% of Students SuspendedBy Race/Ethnicity and Gender
9
Male Female Male Female Male Female Male Female
2014-15 1.9% 0.6% 6.0% 3.2% 2.7% 0.9% 2.5% 0.8%
2015-16 2.0% 0.6% 6.9% 3.5% 3.0% 1.2% 2.5% 1.3%
2016-17 2.1% 0.6% 6.3% 3.4% 2.6% 1.0% 2.5% 1.1%
2017-18 1.8% 0.5% 6.3% 3.4% 2.6% 0.9% 2.3% 1.2%
2018-19 1.9% 0.5% 6.1% 3.3% 2.5% 1.0% 2.4% 1.0%
0.0%
1.0%
2.0%
3.0%
4.0%
5.0%
6.0%
7.0%
8.0%
White Black Hispanic All Others
10
Racial/Ethnic Breakdown of Students Who Were Suspended
10
2014-15 2015-16 2016-17 2017-18 2018-19
White 15.6% 14.0% 15.9% 12.8% 13.3%
Black 69.1% 69.7% 67.9% 70.3% 69.0%
Hispanic 9.1% 9.8% 9.5% 9.9% 10.5%
All Others 6.2% 6.4% 6.8% 7.0% 7.1%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
11
Student Enrollment vs. Suspension by Race2018-19
(Disproportionality)
11
White Black Hispanic All Others SWD EL
% of Enrollment 31.2% 40.9% 16.4% 11.5% 13.2% 8.6%
% of OSS 13.3% 69.0% 10.5% 7.1% 24.6% 4.8%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
12
Racial/Ethnic & Gender Breakdown of Students Who Were Suspended
12
Male Female Male Female Male Female Male Female
2014-15 11.9% 3.6% 45.3% 23.7% 6.8% 2.3% 4.7% 1.6%
2015-16 10.8% 3.2% 46.3% 23.4% 7.0% 2.9% 4.3% 2.1%
2016-17 12.2% 3.6% 44.3% 23.6% 6.7% 2.7% 4.6% 2.1%
2017-18 10.1% 2.7% 45.6% 24.7% 7.2% 2.6% 4.6% 2.4%
2018-19 10.5% 2.9% 44.7% 24.4% 7.4% 3.1% 5.0% 2.2%
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
40.0%
45.0%
50.0%
White Black Hispanic All Others
13
Number of Instructional Days Lost (OSS) Among Groups
13
District White Black Hispanic All Others
2014-15 24,618 3,202 18,111 2,105 1,201
2015-16 27,938 3,191 20,668 2,542 1,537
2016-17 25,701 3,027 19,111 2,079 1,485
2017-18 25,565 2,475 19,317 2,227 1,545
2018-19 25,267 2,637 18,766 2,300 1,563
0
5,000
10,000
15,000
20,000
25,000
30,000
14
Average Number of Instructional Days Lost per Student Suspended (OSS) Among Groups
14
District White Black Hispanic All Others
2014-15 7.2 5.8 7.7 6.5 5.6
2015-16 7.3 5.7 7.8 6.5 6.3
2016-17 7.2 5.6 7.9 6.3 6.1
2017-18 7.2 5.4 7.6 6.3 6.3
2018-19 7.0 5.5 7.6 6.1 6.1
0.0
2.0
4.0
6.0
8.0
10.0
12.0
15
Average Number of Instructional Days Lost per Student Suspended (OSS) by Race & Gender
2018-19
15
District White Black Hispanic All Others
Male 7.2 5.4 7.9 6.1 6.4
Female 7.0 6.0 7.4 6.2 5.7
0.0
1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
9.0
10.0
16
Average Number of Instructional Days Lost per Student Suspended (OSS) by Race & Gender
16
Male Female Male Female Male Female Male Female
2014-15 6.0 5.4 8.1 7.0 6.7 6.0 5.7 5.3
2015-16 5.9 4.9 8.0 7.3 6.9 5.6 6.7 5.4
2016-17 5.3 5.3 8.0 7.6 6.7 5.4 6.1 6.0
2017-18 5.7 4.7 8.1 6.6 6.2 6.8 6.3 6.2
2018-19 5.4 6.0 7.7 7.4 6.1 6.2 6.4 5.7
0.0
1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
9.0
10.0
White Black Hispanic All Others
17
Risk of Suspension by Race/Ethnicity and Gender
2018-19(Relative Risk Index)
17
0.0
1.0
2.0
3.0
4.0
5.0
6.0
7.0
White vs. Black OverallWhite Males vs. Black Males
White Females vs. Black Females
White Males vs. Black Females
18
# of Students with Multiple Suspensions by Racial/Ethnic Group
2018-19
18
White Black Hispanic All Others
1 405 1,810 308 201
2-3 259 1,735 230 168
4 or More 122 1,325 102 91
0
200
400
600
800
1,000
1,200
1,400
1,600
1,800
2,000
Suspensions in Context
19
20
# of Students Suspended by Grade
20
K 1 2 3 4 5 6 7 8 9 10 11 12
OSS 2017-18 (Total 4,141) 48 70 107 112 161 179 532 496 502 673 545 439 277
OSS 2018-19 (Total 4,082) 44 68 65 96 114 173 475 628 575 699 520 354 271
0
100
200
300
400
500
600
700
800
21
Elementary School Suspension Rates 2018-19
21
Vandalia: 12.4%
Parkview: 8.1%
Wiley: 5.6%
Bessemer: 6.9%
Washington: 6.2%
22
Top 5 Elementary Schools with Student Suspensions2018-19
22
School % of Students Suspended
Performance Composite
% Economically Disadvantaged
% Black & Hispanic
Vandalia 12.4 31.3 85.6 86.9
Parkview 8.1 33.2 95.2 87.5
Bessemer 6.9 34.5 89.7 90.3
Washington 6.2 32.2 83.7 96.6
Wiley 5.6 26.7 96.4 96.2
23
Top 5 Middle School Suspension Rates 2018-19
23
Western Middle: 18.0% Swann: 16.0%
Northeast Middle: 17.3%
Ferndale: 24.3%
Jackson: 21.7%
24
Top 5 Middle Schools with Student Suspensions2018-19
24
Schools % of Students Suspended
Performance Composite
% Economically Disadvantaged
% Black & Hispanic
Ferndale 24.3 36.3 78.4 68.4
Jackson 21.7 40.0 82.3 84.6
Western Middle 18.0 50.2 77.0 75.5
Northeast Middle 17.3 44.8 76.9 75.1
Swann 16.0 46.5 72.5 83.1
25
Top 5 High School Suspension Rates 2018-19
25
Northeast High: 17.0%
Andrews: 15.0%
Smith: 19.5%
Eastern: 10.6%
Dudley: 14.6%
26
Top 5 High Schools with Student Suspensions2018-19
26
Schools % of Students Suspended
Performance Composite
% Economically Disadvantaged
% Black & Hispanic
Smith 19.5 24.2 78.4 81.5
Northeast High 17.0 36.5 74.5 72.3
Andrews 15.0 30.0 74.3 81.7
Dudley 14.6 32.5 81.6 92.8
Eastern 10.6 47.3 63.8 64.6
27
Relationship Between Suspensions and Academic/Non-Academic Measures
2018-19
27
High correlations (close to 1 or -1) indicate strong relationships between the % of students suspended in schools and other school characteristics or performance measures.
Elementary MiddleHigh
(Traditional Only)
Economically Disadvantaged 0.41 0.59 0.86
Performance Composite -0.57 -0.77 -0.78
Black Enrollment 0.53 0.39 0.80
Black & Hispanic Enrollment 0.47 0.40 0.89
28
Suspensions among
Students with
Disabilities
29
GCS Disability Category By Race/Ethnicity2018-19
29
Disability Category % Black % Hispanic % White
Serious Emotional Disability 57% 5% 27%
Traumatic Brain Injury 49% 14% 28%
Multi-Handicapped 41% 15% 33%
Other Health Impairment/Orthopedic 49% 9% 34%
Development Delay/Intellectual Disability 56% 13% 20%
Specific Learning Disability 49% 20% 23%
Autistic 46% 12% 31%
Deaf/Blind or Visually/Hearing Impaired 28% 21% 34%
Speech-Language 38% 13% 41%
30
Rate of Suspensions vs. Enrollment by Disability Status
2018-19
30
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Enrollment OSS
31
Rate of Suspensions vs. Enrollment by Disability Status (Top 3) and Race
2018-19
31
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
Wh
ite
Bla
ck
His
pan
ic
All
Oth
ers
Wh
ite
Bla
ck
His
pan
ic
All
Oth
ers
Wh
ite
Bla
ck
His
pan
ic
All
Oth
ers
Serious Emotional Specific LD Ortho/Other
Enrollment OSS
32
Suspensions Over Time byRace/Ethnicity and SWD
32
District SWD White SWD Black SWD Hispanic SWD All Others SWD
2014-15 10% 6% 14% 7% 8%
2015-16 12% 6% 17% 8% 10%
2016-17 11% 6% 16% 7% 9%
2017-18 11% 5% 16% 6% 9%
2018-19 10% 6% 15% 5% 12%
0%
2%
4%
6%
8%
10%
12%
14%
16%
18%
20%
33
Percentage of SWD Students Suspended Among Each Group
2018-19
33
White Black Hispanic All Others
SWD 28% 26% 18% 20%
Non SWD 72% 74% 82% 80%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
34
Context &
Considerations
35
Historical Context35
• BOE Achievement Gap Committee established
• Office of Equity established
• Groundwater Analysis Report (Analysis includes racial disparities in student achievement outcomes and student discipline)
• Race equity training implemented
• October 2011, BOE revises Board Policy JD-P to include statutory changes and limiting consequences for Rules 6 & 8 to ISS for initial infractions and long-term suspension only when aggravating circumstances are present
• In 2012, BOE includes Goal II.F. Decrease % of Suspensions for Rules 6 & 8 and Goal II.G. Decrease % of Suspensions Overall in 2016 Strategic Plan
• BOE strategic focus on reducing suspensions for Rules 6 & 28 along with improved data collection and training for GCS educators leads to reduction of suspensions by the thousands by SY2015-16
• Partnership with the Collaborative for Academic, Social, & Emotional Learning (CASEL) began 2018-19
• Educators’ Handbook implementation in July 2019
Next Steps
36
37
Next Steps
37
• Provide professional development on: (1)the impact of adverse childhood experiences; (2)trauma informed care in schools utilizing trauma informed delivery system; and (3)adult social emotional learning
• Ensure continuation and expansion of race equity training for all educational personnel
• Provide discipline data tools training for administrators & school leadership teams focused on utilizing and analyzing the reports available in Educators Handbook
• Determine school level specific professional development and supports based on data trends
• Continue focused bullying prevention supports for schools and parents
• Conduct an analysis of discipline referral types to identify strategies and supports for adults and students
• Continue to work with Chief District Court Judge and law enforcement ondevelopment and implementation of School Justice Partnership
