Date Approved


Embargo Period


Document Type


Degree Name

M.A. in Educational Administration


Educational Services and Leadership


College of Education


Johnson, Theodore


High school students; School discipline


Elementary and Middle and Secondary Education Administration


The focus of this study was to identify the at risk students at a suburban high school based on the frequency of referrals to the office, and to determine why these students continue to misbehave. A list of students called down to the office was provided daily. Using the Call Down List, names of students who were referred to the office most frequently were compiled. A random sample of 23 students frequently on the list was used to develop a profile of the nature of the misbehavior, and the administrative action taken; patterns of attendance, lateness, and academic standing were also reviewed. Interviews were conducted with a teacher, two students from the sample, and a counselor. Major findings indicated that students repeat misbehaviors, miss instruction frequently, are not likely to be involved in school activities, and are academically in the lower track. Not only can these students least afford to miss instructional time to go to the office, but the measures taken do not prevent further cutting. Students that dropped out, or committed more serious infractions such as student on student violence, were on the Call Down List frequently. More focused early intervention and parental involvement were recommended.