Theses and Dissertations

Issuing Body

Mississippi State University

Advisor

Willams, Frankie K.

Committee Member

Moyen, Eric

Committee Member

McMullan, Leigh Ann

Committee Member

King, Stephanie B.

Date of Degree

11-25-2020

Document Type

Dissertation - Open Access

Major

Elementary, Middle, and Secondary Education Administration

Degree Name

Doctor of Philosophy

College

College of Education

Department

Department of Educational Leadership

Abstract

The primary purpose of the research study was to identify the most common discipline infractions and consequences for Grade 7 and Grade 8 students enrolled in a middle school located in the Mississippi Delta. In addition, the study sought to determine relationships among the common discipline infractions and student performance and the common discipline consequences and student performance on the statewide assessments for English/language arts (ELA) and mathematics by grade level. The study utilized existing data for the Grade 7 and Grade 8 students who had committed one or more disciplinary infractions during the 2017-2018 school year and had ELA and mathematics scores during the 2018-19 school year. The results of the study showed class disruptions, physical aggression, inappropriate language, disorderly conduct, and fighting were the top five disciplinary infractions. Out-of-school suspension (OSS) was the most common consequence for the students. For Grade 7 students, the results of Pearson correlations showed statistically significant relationships existed between grouped infractions (passing gas, being in the wrong location, falsifying notes, pulling a student by his/her leg, and putting a student’s tablet in trash) and ELA scores, and between the same grouped infractions and mathematics scores. For Grade 8 students, there was a statistically significant relationship between students refusing to comply and ELA scores, and students refusing to comply and mathematics scores. In addition, for Grade 7 students, significant relationships existed between 4-day OSSs and ELA scores, and between 4-day OSSs and mathematics scores. For Grade 8 students, statistically significant relationships existed between receiving corporal punishment and ELA scores and alternative school and ELA scores. Further, statistically significant relationships existed between receiving corporal punishment and mathematics scores, and alternative school and mathematics scores for Grade 8 students.

URI

https://hdl.handle.net/11668/20807

Comments

Middle school||Discipline Infractions||Consequences||Mississippi Delta

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