Table 2 Selected Descriptive Statistical Comparison Grade Point Average Data for Traditional and School-Based Enterprise Males and Females Program School-Based Enterprises
Traditional
Total
Gender Females Males Total Avg. Females Males Total Avg. Females Males Total Avg.
Mean 3.225 2.825 3.025 2.1300 1.7500 1.9400 2.6775 2.2875 2.4825
Std. Deviation .40243 .61382 .50812 .79875 .73798 .76836 .60059 .67590 .63824
N 24 36 60 20 40 60 44 76 120
Table 3 Selected Descriptive Statistical Suspension Data for Group A Traditional and Group B School-Based Enterprise Students OSS Days 0 1 2 3 4 5 6 7 8 9
Trad. Students 31 2 1 6 1 2 9 4 1 3
Cumulative f % Rate 51.70% 3.40% 1.70% 10% 1.70% 3.40% 15% 6.70% 1.70% 5%
their peers in both the school-based enterprise and the traditional programs with the females in the school-based enterprise program outscoring them all. Table 3 shows the suspension days for the traditional and school-based enterprise students. The mean suspension days of Group A (traditional students) were 2.55 with the median suspension days of zero with the standard deviation of 3.08. The suspension frequency ranged from zero to as many as nine days out of school suspensions where as 5% of the students received nine days out of school. A total of 51.7 % of the students in sample Group A did not receive any out of school suspension days, which were 31 students of the total sample group. Close to 32%, about 19 students received five or more days out of school suspension. The mean suspension days of Group B (SBE students) were .25 with the median suspension days of zero with a standard deviation of .787. The suspension frequency ranged from zero to three days out-of- school suspensions where as 1% of the students received three days out of school suspension. Approximately 90% of the students
SBE Students 54 4 1 1 0 0 0 0 0 0
Cumulative f % Rate 90% 8% 1% 1% 0% 0% 0% 0% 0% 0%
in sample Group B did not received any out-of-school suspension days, which were 54 students in the sample group Groups A and B. Table 3 presents the selected descriptive statistical data in reference to suspension days for sample Groups A and B. The third research question examined whether or not a significant difference exists in the suspension days between the school-based enterprise students and the students who participated in the traditional special education program. The fourth research question examined whether or not a significant difference exists in the suspension days between the school-based enterprise males and females. Table 4 shows the suspension days by gender for the traditional and school-based enterprise male and female students. The results indicated that the school-based enterprise male and female students received less than one day of suspension while their peers in the traditional program were averaging more than 2 days out of school suspension. The male and female students in the school-based enterprise program did not display a significant difference in the number of days
WINTER 2012 • PALMETTO ADMINISTRATOR 13