Are racial inequities

present at Olson
Middle School?

By: Krysten Ellis

EDLD 682-83
Spring 2017
 Background/Data Interview
Background:
Bloomington Public Schools is a very diverse district (see chart). The race of the teachers is vastly different of the race of students across the
district. At this point, the district has not mandated race/equity training for its employees.
As I have done some internship hours in my building, I have noticed the majority of students being referred to the quiet room are students of
color. Given the demographic makeup of a student population of 68% white students and 32% students of color, is there a statistical difference
between the race of the students referred to the quiet room (Black/White students and Hispanic/White students)?

Data Interview:
I interviewed, Assistant Principal, Ashley Modrow, of Valley View Middle School, in the Bloomington Public School District.
Some things I learned from Mrs. Modrow is how important communication really is to all parties; students, families and staff. Its
important to provide a wide range of communication methods; phone/email, weekly updates, web-based communication and face-to-face. She
described herself as constantly viewing, summarizing and responding to people as critical elements to communication. She likes to ensure all
involved parties are on the same page. Asking questions is a key element to this!
In addition, I re-learned how important it is to stay organized and proactive in all areas of data collection and communication. The data
she collects and analyzes drives her instructional decision making in student placement (intervention, Honors, EL, Sped, Accelerated courses,
etc.) as well as using data to demonstrate a need for intervention and/or support classes. She uses a variety of data tools to help make decisions,
such as: MAP/MCA scores, previous teacher recommendations, past services, parent input/student requests. It is important to have data to back
up any decision one makes. It helps drive the rationale behind the decision and often times puts the recipient(s) of the decision a little more at
ease about the decision, knowing it was a well-thought change, due to the data that was collected.
I enjoyed talking with Mrs. Modrow. She always listens to all parts of the question and really processes and thinks about her answer
before she responds. She gave me her undivided attention. As she was discussing all of her data collection and communication methods, I was
impressed with all of the pieces she has to juggle to fully do her job.
The demographics of Olson Middle
School
 Literature Review
Gastic, B. (2017). Disproportionality in school discipline in Massachusetts. Education and Urban Society, 49(2), 163-179.
Gregory A., & Ripski, M. (2008). Adolescent trust in teachers: implications for behavior in the high school classroom. School
Psychology Review, 37(3), 337-353.
Gregory, A., & Weinstein, R. S. (2004). The discipline gap and African Americans: defiance or cooperation in the high school classroom.
Journal of School Psychology, 46, 455-475.
Hilberth, M. & Slate, J.R. (2014). Middle school black and white student assignment to disciplinary consequences: a clear lack of equity.
Education and Urban Society, 46(3), 312-328.
Morrison, G.M., Anthony, S., Storino, M. & Dillon, C. (2001). An examination of the disciplinary histories and the individual and
educational Characteristics of students who participate in an in-school suspension program. Education and Treatment of
Children 24(3), 276-293.
Okonofua, J.A., Walton, G.M. & Eberhardt, J.L. (2016). A vicious cycle: a social-psychological account of extreme racial disparities in
school discipline. Perspectives on Psychological Science, 11(3), 381-398.
Rocque, M. (2010). Office discipline and student behavior: does race matter? American Journal of Education, 116(4), 557-581.
Skiba, R.J., Horner, R. H., Chung, C-G., Rausch, M. K., May, S.L. & Tobin, T. (2011). Race is not neutral: a national investigation of
African American and latino disproportionality in school discipline. School Psychology Review, 40(1), 85-107.
Tajalli, H. & Garba, H.A. (2014). Discipline or prejudice? overrepresentation of minority Students in disciplinary alternative education
programs. Urban Review, 46, 620-631.
Whitford, D.K & Levine-Donnerstein, D. (2014). Office disciplinary referral patterns of American Indian students from elementary
school through high school. Council for Exceptional Children, 39(2), 78-88.
 Referrals by racial
comparison
Black/African American Vs. White Hispanic Students Vs White students
students

Mean: 0.202 Mean: 0.708 Mean: 0.202 Mean: 0.433

SD: 1.098 SD: 1.947 SD: 1.098 SD: 1.929
t-test t-test
p=0.0000129 p=0.10562
 Recommendations
1. One recommendation that stems from this action research project is to expand the comparison groups to
include a larger sample size for the students of color to be closer to the sample size of the white students.
This will provide a truer comparison between races.
2. A second recommendation is to conduct professional development with the school staff on the
importance of developing a trusting relationship between a teacher and a student. Research indicates a
trusting relationship between students and teachers can decrease defiant behavior. Having teachers
examine their approach to discipline may be a contributing factor in narrowing the racial discipline gap .