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 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.

Part 5: Academic achievement, (average test scores in reading and mathematic) and the number of suspensions for each school under study

Figure 2: Percentage distribution of average test scores in Mathematics SY: 2005-2006

Figure 2 shows the percentage distribution of average test scores in Mathematics SY: 2005-2006. It can be gleaned in the figure that school number 3 has the highest scores in proficient in Mathematics scores. But, the advance level has not been achieved. This implies that school number 3 have lots of students who are good in Mathematics, which made the institution capable of coming up with talented students.

However, it is also notable that although the other 7 schools have the similar trend of average scores in mathematics which could imply similar strategies for school policies and procedures in catering to students of grade 8, but, institutional techniques have to be hugely improved to assure better students achievement in the acquisition of mathematical skills.

Part 4: Academic achievement, (average test scores in reading and mathematic) and the number of suspensions for each school under study

Table 2: Percentage distribution of average test scores in

Mathematics SY: 2005-2006

School	Below	Average	Proficient	Advanced
1	31	51	18	0
2	43	47	10	0
3	9	34	44	13
4	40	45	15	0
5	38	50	12	0
6	39	43	17	1
7	41	43	15	1
8	45	41	13	1
Mean	35.75	44.25	18	2.00

Table 2 shows that out of 8 schools, school number 8 has the highest percentage of students who were below the average mathematics scores. This means that all the other 7 schools have to improve their strategy in teaching numbers, counting, and problem solving.

Conversely, school numbers 2, 4, 5, 6, and 7 have high percentage on ‘below average mathematics’ scores. This means that almost one fourth of the students’ population were poor in mathematics. So, these institutions of learning must have to do supplementary workshops for students to learn the techniques of critical thinking.

Very noticeable among others is the accomplishment of school number 3 with the highest advance scores in mathematics proficiency and advanced scores for the School Year 2005 to 2006. Nonetheless, it is also a remarkable observation that majority of the schools have only above 10% in proficiency scores in mathematics.

Invariably, there was very minimal number of students who turned out to be excellent in mathematics, and these were in the school called Colombia, representing school number 3.