DOI: 10.36344/ccijhss.2017.v03i02.004

Pages: 45-51

Examined in this study were the number of days assigned to in-school suspension and to out-of-school suspension to Grade 6, 7, and 8 students based on their economic status in Texas for the 2015-2016 school year. Inferential statistical procedures revealed the presence of clear inequities in the average number of days Grade 6, 7, and 8 students who were economically disadvantaged were assigned to an in-school suspension and to an out-of-school suspension. Grade 6, 7, and 8 students who were poor were assigned statistically significantly more days to in-school suspension and to out-of-school suspension than their grade level peers who were not poor. Implications of the findings are discussed and suggestions for further research are made.