White, Cameron S.2014-07-212014-07-21May 20122012-05http://hdl.handle.net/10657/663The purpose of this study was to determine if the number of days of in-school suspension, out-of-school suspension, and alternative discipline placements impacts mathematics achievement as measured by the 2011TAKS assessment in a Houston school district. This study compared grade nine, ten, and eleven TAKS math achievement scores to the number of days served in out-of-class discipline placements for African American students as it relates to gender and reported socioeconomic status. The subjects in this study are ninth, tenth, and eleventh grade African American students in the research district who were assessed with the mathematics TAKS assessment in the spring of 2011. With the permission of the research district, archival data was gathered from both the research district’s PEIMS summer 2011 submission to the state of Texas and the TAKS data file provided by Pearson Education, Inc. Survey data was gathered from campus principals to determine if principal attitudes about discipline and race affected the district’s placement data. Descriptive statistics were analyzed in conjunction with the qualitative principal analysis.application/pdfengThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).Educational leadershipDisciplineHigh school removalsRaceRight to an Education2014-07-21Thesisborn digital