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

SCHOOL YEAR 2005-2006

Table 1: Percentage distribution of average test scores in

Reading SY: 2005-2006

School	Below	Average	Proficient	Advanced
1	19	53	26	2
2	27	57	16	0
3	5	24	48	23
4	20	58	21	1
5	23	59	17	1
6	25	47	26	2
7	28	53	18	1
8	27	54	18	1
Mean	21.75	50.63	23.75	3.88

The table reveals that school number 7 has the highest percentage of students who were ‘Below’ on reading scores. This means that this school needs to exert much effort to improve the reading skills of the students. The same was shown for schools number 2, 6, 8, 5 and 4. Conversely, the percentages 20 to 28 were too high in terms of percentage population enrolled on the said schools.

It is a common knowledge that all students are average readers. This was proven in column 3 which show that majority of the school has average reader.

Nonetheless, it is very noticeable School number 3 has the lowest average reading score, but, high in proficiency and advanced scores for the School Year 2005 to 2006.

Generally, 21.75% was quite high for average reading test scores. This means that there is a need for the department of education to plan and implement a new program which will be the basis for the schools to modify the traditional reading lessons as well as to richly improve the reading skills of the students in the middle schools.