Abstract:
The first purpose of this study was to identify the number of paneled (suspended or removed from school for disciplinary reasons) high school students who read at least 3 years below expected grade level. The second purpose was to examine the relationship between selected variables and literacy. This study identified the number of paneled (suspended or removed from school for disciplinary reasons) high school students who read at least 3 years below expected grade level. The purpose was to identify and describe relationships between selected variables (socioeconomic status, race, discipline referrals, special education) and literacy. These variables were selected because the review of the research indicated that these concepts were of interest, and they may be important for purposes of accountability. The results indicated that over the course of a student's high school career there is a significant negative correlation between reading level and the number of discipline referrals. On average, the students who had more discipline referrals had lower Georgia High School Graduation Test English/Reading test scores than those students who had fewer discipline referrals.
