TH

RACIAL DISPARITIES OF
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%
67.0%

70.0%
60.0%
50.0%
41.0%
40.0%
30.0%

33.0%
29.2%
23.3%

25.9% 25.4%

25.0%

25.4%

20.0%
10.0%
0.0%
2012

2013

2014

21.7%

White
Black
White Referral
Black Referral

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%
50.0%
41.0%
40.0%
33.0%
30.0%

25.0%

20.0%
10.0%
0.0%
2012

2013

2014

White
Black

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.
th
An average of 33% of White students in 6 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
4 Week Progress
Report
SchoolView

17%

Within a Week

25%

58%

Immediately
Never

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

30.0%

29.2%
25.9%

25.0%

25.4%

25.4%

23.3%
21.7%

20.0%

White Referral
Black Referral

15.0%

10.0%

5.0%

0.0%
2012

2013

2014

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%

Our results found some

correlation between
referrals and grades
by ethnicity
Further research may
be needed to look at
individual students

70.0%

60.0%

50.0%
White Failure
40.0%

Black Failure
White Referral
Black Referral

30.0%

20.0%

10.0%

0.0%
2012

2013

2014

Research Based Suggestions

Intervention time in each class (SAM time)

Last

20 minutes of every class on Wednesdays

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

Opportunity to retake formative assessments for full

credit
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
th
th
Additional research is needed for 7 and 8 grade
data to create a comprehensive picture of a cohort
of students

Questions

References

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