Getting Students Back on Track: Findings from a School-Based Alternative to out-of-School Suspension Program

Out-of-school suspension practices disproportionately affects economically disadvantaged and ethnic minority youth across the United States.  National and state-level trends suggest that ethnic minority male (e.g., African American, Hispanic, and American Indian) youth are about 2.5 times more likely to be suspended than females and White/European American youth.  As these youth are disengaged from the school pipeline they are engaged in the criminal justice system. Economically disadvantaged ethnic minorities who are able to access support systems during this critical out-of-school time may buffer the risks of being academically and socially disengaged. In 2006, a school district located in the Southeastern region of the United States revamped alternative education to include alternative learning centers (ALCs).  The centers were redesigned to provide academic and behavioral support services to youth who would normally receive out-of-school suspension due to Level IV violations (e.g., repeated offender, skipping school, and repeated disrespect).  Since its redesign, the district has seen a decrease in out-of-school suspension rates; however, very little is known about the type of students ALCs serve and associated outcomes (e.g., how many students successfully transition back to the school context?). This poster presentation seeks to share findings from a study that examined 3-year trends of ALCs and youth outcomes. Three-year data (2011-2012 to 2013-2014) were gathered from the local school district to investigate trends across ALCs (n = 29) and explore correlates between youth demographics (i.e., length of time in ALCs, ethnicity/race, and grade level) and school level factors (i.e., Title I school, ethnic composition, middle versus high school) and youth outcomes (i.e., did student transition back to the traditional classroom or not).  Preliminary findings indicate a gradual increase in students attending ALCs and reveal African American and 9^th grade students spend longer time (in comparison to other ethnic and grade group). Further analysis of three-year data is being conducted and will be shared. The presenter anticipates findings will demonstrate promising effects of a school-based alternative-to-suspension program and its broader impact on reducing high rates of out-of-school suspension and increasing educational attainment among economically disadvantaged ethnic minority youth.