ETHNIC DISPARITIES OF 6TH

GRADE STUDENTS FROM 2012

2014
JEN CHAPPUIS
JESSICA HALLIN
MIKE LEMIER

EDLD 682 Data Assignment 5

The Issue

Our research focused on the

correlation between student failure
(D+ and below) rates in core content
classes and behavior referral rates
between white and black students in
6th grade between the academic
years 2012 and 2014 in order to
evaluate the effectiveness of current
intervention practices in our school.

Research Plan and

Methodology
Quantitative Research
1. Collect and disaggregate 6th grade
student grading data from core
classes of White and Black students
between 2012 to 2014.
2.

Compile student referral and

suspension data by ethnicity from
2012 to 2014.

Research Plan and

Methodology
Qualitative Research
Generate, distribute, and analyze
data from staff survey:
1. Why do students fail in your class?
2. How often do you contact parents
of failing students?
3. What interventions do you
implement in you class?

Summary of Findings
Achievement and Referral Data
2012 -2013

80.0%

72.0%

71.0%

70.0%

67.0%

White
Black
White Referral
Black Referral

60.0%
50.0%
41.0%
40.0%
30.0%

33.0%

29.2%
23.3%

25.9%25.4%

25.0%

25.4%
21.7%

20.0%
10.0%
0.0%
2012.0

2013.0

2014.0

Summary of Findings
Percent of Students Earning a D+ or Below
(2012 - 2013)
80.0%
72.0%

71.0%
67.0%

70.0%
60.0%

White
Black

50.0%
41.0%
40.0%

33.0%

30.0%

25.0%

20.0%
10.0%
0.0%
2012.0

2013.0

2014.0

What Does This Mean?

An average of 70% of Black students in 6th

grade at Inver Grove Heights Middle School
earned at least one D+ (69.9% or below)
between the years 2012 and 2014.
An average of 33% of White students in 6th
grade at Inver Grove Heights Middle School
earned at least one D+ (69.9% or below)
between the years 2012 and 2014.
Black students are more the twice as likely
to earn a D+ or below

Summary of Findings
Reasons Students Fail as Perceived by Teachers

8%
17%
17%

58%

Missing Work
No Home
Support
Time
Management
Organization

Summary of Findings
Teacher Contact with Parents
of Struggling Students

17%
25%

58%

4 Week Progress
Report
Within a Week
Never

SchoolView
Immediately

Summary of Findings
Student Referral Data (2012 - 2014)
35.0%

30.0%

29.2%
25.9% 25.4%

25.0%

25.4%

23.3%
21.7%

20.0%

15.0%

10.0%

5.0%

0.0%
2012.0

2013.0

2014.0

White Referral
Black Referral

What Does This Mean?

At Inver Grove Heights Middle School, Black

students make-up 10% +/- of the student
population, yet accounted for 23.5% of referrals
White students make-up 65% +/- of the student
population, but only accounted for 26.8% of
referrals
It appears that Black students are being
disproportionately sent to the office by a large
margin, where White students are under
represented.

Surprises
80.0%

70.0%

60.0%

50.0%

Our results found some correlation

between referrals and grades by
ethnicity

Further research may be needed to

look at individual students

White Failure
Black Failure

40.0%

White Referral
Black Referral

30.0%

20.0%

10.0%

0.0%
2012.0

2013.0

2014.0

Research Based
Suggestions

Intervention time in each class (SAM time)

Opportunity to retake formative assessments for full

credit

Last 20 minutes of every class on Wednesdays

Research and literature suggest students of color
perceive teachers helping with school work as caring

Allows students to show mastery even if they dont get

it the first time

Late work will be accepted at any point throughout

the trimester with only a 10% reduction

Accounts for teacher reported reasons for why students

are not successful

Research Based
Suggestions

Check-in / Check-out

Allows faculty to make relationships

and monitor student behavior of 7th
and 8th grade students
Priority for male students of color

Mentorship Program

Transition out of Check-in / Check-out

Led by PBIS team members

Research Based
Suggestions

Beyond Diversity

All district staff trained

Collaboration with EMID

National Urban Alliance (NUA) training for

6th grade team; begun in 2014

Increased awareness of learning and

achievement; especially for students of color
Fosters community and relationships
Could account for decrease in both referrals
and poor grades in 2014

Implications for the Future

Our data provides a bench mark for the

last 3 years of 6th grade students
Will help school leadership determine
the effectiveness of programs like NUA,
check-in / check-out, SAM time, as well
as grading practice changes
Additional research is needed for 7th and
8th grade data to create a
comprehensive picture of a cohort of
students

Questions

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