Estimating the Impact of Expulsions, Suspensions, and Arrests on Average School Proficiency Rates in Ohio using Fixed Effects

Abstract

<p>This study uses panel data (2011-12, 2013-14, 2015-16) from three sources—the US Department of Education Office for Civil Rights (OCR), the National Center for Education Statistics’ Common Core Data (CCD), and the Ohio Department of Education (ODE) school report cards. These data were then merged using a common key to create one large dataset. OCR and CCD data have a common school identification key that was readily available. Data from ODE contained Building and District identification numbers that were concatenated to create a school ID that was identical to the one in the other two datasets.</p>

Race, Geography, and School Choice Policy: A Critical Analysis of Detroit Students’ Suburban School Choices

“…To examine the levels of racial and socioeconomic segregation in exiters’ schools, we summarized school demographics, including racial and socioeconomic composition. We also summarized math and English language arts test scores, school discipline rates (the number of suspensions per student), and stability rates (the percentage of students who remain at the school between nontransition years), as an incomplete set of factors that could be related to school quality (Lenhoff et al, 2020; Yaluma et al, 2021). We compared these characteristics of Detroit exiters’ schools with the schools that suburban students attend, as well as to the Detroit exiters’ choices in the city.…”

Potential Racial Threat on Student In-School Suspensions in Segregated U.S. Neighborhoods

“…Current studies on school discipline have largely examined out-of-school suspension due to the direct loss of learning that results from the physical removal of disruptive children from school (Wilkerson & Afacan, 2022; Yaluma et al, 2021). In-school suspension, which excludes disobedient students from classroom instruction for a short period of time but allows them to remain at school, has been comparatively understudied.…”

“…Due to this widespread implementation of school discipline policies, numerous studies have traced the existing trends in school disciplinary methods and examined their effects. Many of these studies have documented that exclusionary policies, such as in-school suspension, out-of-school suspension and expulsion, result in adverse consequences for students, such as a loss of learning, academic failure, dropouts, and eventual incarcerations (Morris & Perry, 2016; Mowen, 2017; Noltemeyer et al, 2015; Yaluma et al, 2021).…”