Discipline Reform: The Impact of a Statewide Ban on Suspensions for Truancy

Anderson, Kaitlin P.; Egalite, Anna J.; Mills, Jonathan N.

doi:10.1080/10824669.2018.1537794

Cited by 14 publications

(18 citation statements)

References 13 publications

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“…Nevertheless, the study provides causal evidence in support of the first suspension reform ( § 16-19-1) to reduce OSS penalties and their corresponding racial-ethnic disparities, thereby enriching the growing literature in this area (e.g., Anderson, 2018;Anderson, Egalite, et al, 2019;Anderson, Ritter, et al, 2019;Zarecki, 2019).…”

Section: Discussionmentioning

confidence: 71%

“…Besides restorative justice, some studies argue that ISS can be a more suitable alternative to OSS if it is effectively structured (González, 2012;Jones, 2018). However, other studies show an inverse link between ISS and academic achievement, albeit smaller than the inverse link for OSS (Anderson, Egalite, et al, 2019;Anderson, Ritter, et al, 2019;Noltemeyer et al, 2015). Still, there are alternatives to restorative justice and ISS that have been successful in reducing OSS penalties as well as associated racial-ethnic gaps (see Welsh & Little, 2018).…”

Section: Discussionmentioning

confidence: 99%

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Do School Suspension Reforms Work? Evidence From Rhode Island

Craigie

2022

Educational Evaluation and Policy Analysis

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In Rhode Island, out-of-school suspensions were excessively and disproportionately used to penalize low-level infractions. To address this problem, the Rhode Island General Assembly passed legislation, effective May 2012, prohibiting out-of-school suspensions for attendance-specific infractions. Four years later, the Assembly passed additional legislation to curb out-of-school suspensions for disruption-specific infractions. This study examines the impact of these suspension reforms on out-of-school suspension outcomes for treatment infractions and corresponding racial-ethnic disparities. To execute the analyses, the study uses student-level administrative data (AY 2009–2010 to AY 2017–2018) from the Rhode Island Department of Education, along with quasi-experimental estimation. The study finds that only the first reform lowers out-of-school suspension outcomes for attendance-specific infractions and corresponding racial-ethnic disparities.

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Section: Discussionmentioning

confidence: 71%

Section: Discussionmentioning

confidence: 99%

Do School Suspension Reforms Work? Evidence From Rhode Island

Craigie

2022

Educational Evaluation and Policy Analysis

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“…Moreover, the improvements in attendance for ever-truant students are not significantly greater than the improvements in attendance for never-truant students, so the policy may not have directly affected the types of students theoretically targeted by this policy. In fact, in other work, Anderson, Egalite, and Mills (2019) find that the policy was not related to differential changes in attendance for truant students, relative to nontruant students, in the first-year postpolicy. 14…”

Section: Discussionmentioning

confidence: 76%

“… 14. Notably, Anderson et al (2019) estimated only first-year effects and focused on previously truant students as the population of interest, different from this current study, which estimates the systemic effects on all students in the school. While they estimate no impact in the first year, the current study finds that the positive but modest benefits in attendance were due to a change in trend postpolicy, rather than an initial change in the first-year postpolicy, suggesting, as expected, that the potential benefits of these types of reforms may take time to accrue. …”

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confidence: 88%

Academic, Attendance, and Behavioral Outcomes of a Suspension Reduction Policy: Lessons for School Leaders and Policy Makers

Anderson

2019

Educational Administration Quarterly

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Background: Exclusionary discipline (e.g. suspension and expulsion) is associated with lower student achievement, drop-out, and involvement in the juvenile justice system. Recently, states and school districts have begun to restrict exclusionary discipline, but there remains much to be learned about the potential impact on students. Research Design: I use a comparative interrupted time series to estimate whether a state policy prohibiting out-of-school suspension as a consequence for truancy affected student achievement, attendance, truancy, or disciplinary referrals. Findings: After testing a variety of specifications checks, I find evidence of slight increases in attendance, particularly for disadvantaged students, with suggestive evidence of improvements in test scores and reductions in disciplinary referrals for some students. Conclusions: These improvements were quite modest relative to what we might expect from an intuitively appealing policy and were likely influenced by incomplete compliance, particularly in areas serving more students from traditionally disadvantaged backgrounds. Implications for policy design and school leadership are discussed.

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“…For example, a state ban of school suspensions for truancy in K-12 schools in Arkansas did not lead to improved attendance for truant students, suggesting more holistic approaches are needed. 46 Indeed, Welsh highlights the need for schools to account for the multiple ways in which personnel, programs, and policies interact to produce disciplinary disparities. 47 In this comprehensive approach, each individual possible solution, such as a policy to ban preschool expulsions or implementing a program like positive behavioral intervention support, is considered within the multiple levels of the school ecology.…”

Section: Discussionmentioning

confidence: 99%

A window into racial and socioeconomic status disparities in preschool disciplinary action using developmental methodology

Sabol

Kessler

Rogers

et al. 2021

Annals of the New York Academy of Sciences

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There are large differences in expulsions and suspensions on the basis of race starting in preschool and divergent explanations for their cause. The current study explores how developmental methodology can shed light on this vexing issue. We leverage two measures: (1) childcare provider complaints about children's behavior and their recommended disciplinary action (measured by parent report); and (2) observed disruptive behavior measured by a laboratory-based standardized observation tool, the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS), among a large, sociodemographically diverse sample of children (n = 430; mean age = 4.79 years). We identified three latent class profiles on the basis of race/socioeconomic status (SES) and found disparities in childcare provider complaints based on profile membership. More specifically, children classified in the Black/Hispanic, poor and Black, nonpoor profiles both had significantly higher childcare provider complaints compared with children in the White/Hispanic, nonpoor profile. By contrast, there were no differences in observed disruptive behavior based on race/SES profiles. Finally, childcare provider complaints in preschool were associated with lower cognitive performance in elementary school, above and beyond observed disruptive behavior in preschool and race/SES profiles. Implications for classroom practice and contributions to the national debate on school disciplinary policies are discussed.

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Discipline Reform: The Impact of a Statewide Ban on Suspensions for Truancy

Cited by 14 publications

References 13 publications

Do School Suspension Reforms Work? Evidence From Rhode Island

Do School Suspension Reforms Work? Evidence From Rhode Island

Academic, Attendance, and Behavioral Outcomes of a Suspension Reduction Policy: Lessons for School Leaders and Policy Makers

A window into racial and socioeconomic status disparities in preschool disciplinary action using developmental methodology

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