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.

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Who is Being Suspended?

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# 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

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# 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.

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# of Students Suspended By Group

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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

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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%

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% of Students SuspendedBy Race/Ethnicity and Gender

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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

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Racial/Ethnic Breakdown of Students Who Were Suspended

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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%

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Student Enrollment vs. Suspension by Race2018-19

(Disproportionality)

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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%

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Racial/Ethnic & Gender Breakdown of Students Who Were Suspended

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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

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Number of Instructional Days Lost (OSS) Among Groups

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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

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Average Number of Instructional Days Lost per Student Suspended (OSS) Among Groups

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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

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Average Number of Instructional Days Lost per Student Suspended (OSS) by Race & Gender

2018-19

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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

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Average Number of Instructional Days Lost per Student Suspended (OSS) by Race & Gender

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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

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Risk of Suspension by Race/Ethnicity and Gender

2018-19(Relative Risk Index)

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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

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# of Students with Multiple Suspensions by Racial/Ethnic Group

2018-19

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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

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Suspensions in Context

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# of Students Suspended by Grade

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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

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800

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Elementary School Suspension Rates 2018-19

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Vandalia: 12.4%

Parkview: 8.1%

Wiley: 5.6%

Bessemer: 6.9%

Washington: 6.2%

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Top 5 Elementary Schools with Student Suspensions2018-19

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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

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Top 5 Middle School Suspension Rates 2018-19

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Western Middle: 18.0% Swann: 16.0%

Northeast Middle: 17.3%

Ferndale: 24.3%

Jackson: 21.7%

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Top 5 Middle Schools with Student Suspensions2018-19

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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

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Top 5 High School Suspension Rates 2018-19

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Northeast High: 17.0%

Andrews: 15.0%

Smith: 19.5%

Eastern: 10.6%

Dudley: 14.6%

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Top 5 High Schools with Student Suspensions2018-19

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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

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Relationship Between Suspensions and Academic/Non-Academic Measures

2018-19

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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

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Suspensions among

Students with

Disabilities

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GCS Disability Category By Race/Ethnicity2018-19

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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%

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Rate of Suspensions vs. Enrollment by Disability Status

2018-19

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0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Enrollment OSS

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Rate of Suspensions vs. Enrollment by Disability Status (Top 3) and Race

2018-19

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0.0%

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80.0%

Wh

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Serious Emotional Specific LD Ortho/Other

Enrollment OSS

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Suspensions Over Time byRace/Ethnicity and SWD

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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%

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Percentage of SWD Students Suspended Among Each Group

2018-19

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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%

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Context &

Considerations

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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

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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