Part 11: Academic achievement, (average test scores in reading and mathematic) and the number of suspensions for each school under study

Table 6: Correlation between total numbers of middle school suspensions
For school year 2006-2007 and academic achievement,
(Average test scores in reading and mathematic)
___________________________________________________
Correlation of total number of
suspensions to the
--------- ---Pearson Correlation
--------- ----- --------- Value of-----Level of Significance---Interpretation
___________________________________________________
Reading
-Below--------------- -0.07--------- 0.89--------- --------- Very Small ------ --------- --------- -------------- --------- ------ --------- ---- --------- --------- ---------Negative Correlation
-Average--------- -----0.18--------- 0.70--------- --------- Very Small
--------- --------- --- --------- --------- --------- --------- -----Negative Correlation
-Proficient-------------0.15--------- 0.74--------- --------- Very Small
--------- --------- --- --------- --------- --------- --------- -----Positive Correlation
-Advanced--------- ----0.11--------- 0.81--------- --------- Very Small
--------- --------- --- --------- --------- --------- --------- -----Positive Correlation
_____________________________________________________
Mathematics
-Below--------- -------0.23--------- 0.61--------- --------- Very Small
--------- --------- --------- --------- --------- --------- --------Negative Correlation
-Average--------- -----0.32--------- 0.49--------- --------- Moderately Small
--------- --------- --------- --------- --------- --------- --------Negative Correlation
-Proficient--------- --0.30--------- 0.51--------- ----------Moderately Small
--------- --------- --------- --------- --------- --------- --------Positive Correlation
-Advanced--------- ---0.19--------- 0.69--------- --------- Very Small
--------- --------- --------- --------- --------- --------- --------Positive Correlation
______________________________________________________
Table 6 shows that there is a significant relationship between total numbers of middle school suspensions for school year 2006-2007 and the academic achievement, (average test scores in reading and mathematic). It also shows that below and average have negative correlations. This means that students who were suspended were most probably along below or average category of scores because the values decreased as seen on the previous table. The result of the comparison shows a good implication for the disciplinary measures because it has a significant relationship.

Part 10: Academic achievement, (average test scores in reading and mathematic) and the number of suspensions for each school under study

Table 5: Correlation between total numbers of middle school suspensions
For school year 2005-2006 and academic achievement,
(Average test scores in reading and mathematic)

Correlation of total numbers of suspensions to the	Value of r	Level of Significance	Interpretation
Reading
Below	-0.27	0.52	Moderately Small Negative Correlation
Average	-0.11	0.79	Very Small Negative Correlation
Proficient	0.16	0.70	Very Small Positive Correlation
Advanced	0.21	0.62	Very Small Positive Correlation
Mathematics
Below	-0.08	0.85	Very Small Negative Correlation
Average	-0.41	0.31	Moderately Small Negative Correlation
Proficient	0.20	0.63	Very Small Positive Correlation
Advanced	0.22	0.60	Very Small Positive Correlation

Table 5 shows that all of the categories in reading and mathematics achievements average scores were slightly affected by the total number suspensions. It reveals that all academic achievements have significant relationship to the total number of suspensions. It also shows that below and average have negative correlations. This means that suspensions of students are good for the results of achievements of every school in Columbia.

Part 9: Academic achievement, (average test scores in reading and mathematic) and the number of suspensions for each school under study

Figure 4: Percentage distribution of average test scores in Mathematics
SY: 2006-2007

Figure 4 shows the percentage distribution of average test scores in Mathematics SY: 2006-2007. It can be gleaned in the figure that school number 3 has the highest scores in proficient and advanced in Mathematics scores. This implies that the school number 3 was consistent in the mathematics program. It is also notable that the trends of the other school were similar. Apparently, the other 7 schools may not have been aware of the accomplishments school number 3 which is obviously worth emulating.

Part 8: Academic achievement, (average test scores in reading and mathematic) and the number of suspensions for each school under study

Table 4: Percentage distribution of average test scores

In Mathematics SY: 2006-2007

School	Below	Average	Proficient	Advanced
1	46	47	7	0
2	40	48	12	0
3	11	31	44	14
5	39	45	16	0
6	39	42	17	2
7	36	48	14	2
8	41	44	15	0
Mean	36.00	43.57	17.86	2.57

Table 4 shows that among the 7 schools of the study, school number 3 has the highest percentage of students who belong to the category ‘proficient and advanced’ on average mathematics scores. This means that this school has more of creativeness and innovation introduced in the learning processes of the students.

Conversely, it is very noticeable that percentages of the numbers of students who are poor in mathematics were high as evidenced by 36.00% and 43.57%. This obviously requires the department of education to plan and develop a new curriculum apt for 8th Graders which would provide prime attention in the development of mathematical skills.

Part 7: Academic achievement, (average test scores in reading and mathematic) and the number of suspensions for each school under study

Figure 3: Percentage distribution of average test scores in Reading

SY: 2006-2007

Figure 3 shows the percentage distribution of average test scores in Reading SY: 2006-2007. It can be gleaned in the figure that all of the schools except number 3 have the same trends of percentage distributions. This implies that the school number 3 must have a good number of students who were proficient in reading with comprehension. Clearly, subjectivity aside, the school administrators of the 7 other schools must have to emulate the strategy of school number 3 to assure better graduates. Otherwise, attending school and graduating without the aptitude in reading and comprehension would only mean less quality products for lesser quality work considering the highly competitive labor market of the 21^st century.

Part 6: Academic achievement, (average test scores in reading and mathematic) and the number of suspensions for each school under study

SCHOOL YEAR 2006-2007

Table 3: Percentage distribution of average test scores

In Reading SY: 2006-2007

	Below	Average	Proficient	Advanced
1	25	57	18	0
2	22	58	20	0
3	6	27	49	18
5	27	58	15	0
6	24	53	22	1
7	22	59	17	2
8	23	61	16	0
Mean	21.29	53.29	22.43	3.00

The table reveals that school number 3 has the lowest percentage of students who were below on reading scores which means that this school does not need to exert much effort on reading as compared to schools number 1, 2, 5, 6, and 8.

All of schools percentage academic achievement of students for reading was above 20% except with school number 3. This means that school number 3 has some edge to over the other schools especially in students’ reading skills and comprehensions.