Counternarratives of students’ experiences returning to comprehensive schools from an involuntary disciplinary alternative school

Figures & data

Table 1. Student participant demographics and characteristics.

Student	Grade during transition semester	Race	Gender^a	FRPL qualified?	School attended prior to phoenix	School attended after phoenix	Reason for phoenix assignment	Ever retained?	Semesters at phoenix	Times interviewed
Isaiah	8	Black	M	Yes	Harriet Middle	Harriet Middle	Public intoxication	Yes	1	2
Jamey	8	Black	M	Yes	Character Development Middle	Boyd Middle	Referrals	No	4	2
Jonathan	9	White	M	Yes	Carter Middle	Lakeview High	Drug possession and use	Yes	4	3
Kendrick	9	Black	M	Yes	Harriet Middle	Minington High	Referrals	Yes	Less than 1	3
Markesha	8	Black	F	Yes	Hammock Middle	Hammock Middle	Battery of school employee	Yes	Less than 1	2
Nalaria	9	Black	F	Yes	Hammock Middle	Jefferson High	Battery of school employee	Yes	1	3
Paul	8	Black	M	Yes	Morrison Middle	Morrison Middle	Referrals	Yes	1.5	2
Shaunika	8	Black	F	Yes	Hollyhock Middle	Hollyhock Middle	Referrals	No	1	2
Tenisha	8	Black	F	Yes	Morrison Middle	Morrison Middle	Referrals	Yes	2	3

^a We did not ask students about their gender identities. Here, we list the gender recorded on school documents, which may or may not reflect students’ self-identified gender(s).

Table 2. Data sources used in addition to student interviews.

Location	Educator Interviews		Classroom observations	Documents
Phoenix	Staff^a	5	2	Student Work	2
Comprehensive Secondary Schools	Administrators and Counselors	11	N/A	Student Cumulative Records	7
				Student Work	5
	Teachers	16	16	Current Grades	7
				Program Information	5
				Email Correspondence	3
Total		32	18		29

^a Job titles are masked for anonymity due to small sample size.