Black students had the highest rates of negative school day outcomes SY20 compared to students of all other races or ethnicity—e.g., Black students were 2.4 times (i.e., 24%/10%) more likely than their White peers to have received one or more disciplinary exclusions from the classroom during the year and 1.2 times (i.e., 40%/32%) more likely to have an academic slide in reading or English language arts (ELA) across grading periods.

Black students’ rates of negative school day outcomes were higher than those of students with one or more home or health-based disadvantages.

Pre-Kindergarten (PK) through 4th grade Black students were 2 times more likely than their White peers to experience exclusionary discipline. In middle and high school grade levels, Black students were 2.3 and 2.5 times more likely than their White peers to be excluded from their classrooms. Black disadvantaged elementary students were 3.3 times more likely to receive one or more in-school suspensions compared to their White disadvantaged elementary peers and 1.4 times more likely to have spring term reading grades less than 80.

The most frequent type of infraction district-wide was “non-compliant.” That type of infraction also was the most frequent for Hispanic students, White students, female students, and students with economic disadvantage. For Black students and male students, “disruptive behavior” was the most frequent type of infraction as was also the case for students in grades 5th through 8th. “Aggressive behavior” was the most frequent type of infraction reported for elementary students, and “truancy” for students in grades 9 through 12.

(Evaluation Report: The Future is US Community Assessment for Galveston Independent School District Causeway Galveston Initiative)