Understanding a Vicious Cycle: Do Out-of-School Suspensions Impact Student Test Scores?

Anderson, Kaitlin P.; Ritter, Gary W.; Zamarro, Gema

doi:10.2139/ssrn.2944346

Cited by 23 publications

(21 citation statements)

References 56 publications

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“…The most notable reverse outcome was unprecedented increase in exclusionary discipline punishments. Researchers questioned that premise because no Gahungu 380 empirical research linked exclusionary discipline practices to deterring student indiscipline or improving the school climate (Ritter, 2018;Anderson, Ritter & Zamarro, 2019;Rodriguez Ruiz, 2017). Instead, the policies tended to perpetuate misbehaviors by disproportionately penalizing minority students, often for minor disciplinary infractions.…”

Section: Introductionmentioning

confidence: 99%

Adopting Non-Exclusionary Discipline Practices: The First Steps Are the Most Confusing

Gahungu

2021

IJonSES

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Two years after the State of Illinois enacted an extensive non-exclusionary discipline reform in schools, 322 key discipline gatekeepers were surveyed about the extent and impact of the new state policy. The results showed that several core provisions of the reform had not been fully implemented or addressed through professional development. Creating re-entry plans for students with long suspensions, eliminating zero tolerance policies, and limiting disciplinary transfers to alternative schools were the least implemented provisions. Furthermore, contrary to principals’ conservative self-reporting, large proportions of school personnel still had not received required professional development in key topics such as (a) adverse consequences of school exclusion and justice-system involvement, (b) culturally responsive discipline, and (c) developmentally appropriate disciplinary methods that promote positive and healthy school climate. Finally, differences were revealed between principals and other gatekeepers regarding satisfaction with, and impact of the implementation. Sharp differences were found between principals, on one hand, and teachers and support personnel, on the other hand, about the continuing prevalence and high frequency of discipline incidents, and about improvement in the overall school climate. If the reform is going to be impactful, it was recommended that more emphasis be placed on ensuring that teachers and support personnel receive adequate and timely professional development on the provisions of the policies.

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Section: Introductionmentioning

confidence: 99%

Adopting Non-Exclusionary Discipline Practices: The First Steps Are the Most Confusing

Gahungu

2021

IJonSES

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“…However, rather than deterring discipline issues in schools, or even helping schools and students improve educational outcomes, zero tolerance reforms had quite opposite results (Ispa-Landa, 2018;Moreno & Scaletta, 2018;Ritter, 2018). According to researchers, no empirical research linked exclusionary discipline practices to deterring student indiscipline or improving the school climate (Ritter, 2018;Anderson, Ritter & Zamarro, 2019;Rodriguez Ruiz, 2017). Instead, consequences tended to perpetuate misbehaviors by disproportionately penalizing minority students, often for minor disciplinary infractions, incite recidivism, and alienate families and communities from involvement in school climate initiatives (Alnaim, 2018;DeMitchell & Hambacher, 2016;Green, Maynard & Stegenga, 2018;Moreno & Scaletta, 2018;Thompson, 2016).…”

Section: Introductionmentioning

confidence: 99%

A Survey of School Discipline Gatekeepers about the Implementation of the Non-Exclusionary Discipline Practices Reform in Illinois Schools

Gahungu

2020

IJonSE

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Two years after the State of Illinois enacted an extensive non-exclusionary discipline reform in schools, 322 key discipline gatekeepers in schools were surveyed about the extent and impact of its implementation. The results showed that a number of core provisions of the reform had not been fully implemented or addressed through professional development. Creating re-entry plans for students with long suspensions, eliminating zero tolerance policies, and limiting disciplinary transfers to alternative schools were the least implemented provisions. Furthermore, contrary to principals’ wishful and embellished self-reporting, large proportions of school personnel still had not received required professional development in key topics such as adverse consequences of school exclusion and justice-system involvement, culturally responsive discipline, and developmentally appropriate disciplinary methods that promote positive and healthy school climate. Finally, sharp differences were found between principals and teachers and support personnel about the continuing prevalence and high frequency of discipline incidents, and about improvement in the overall school climate. If the reform is going to be impactful, it was recommended that more emphasis be placed on ensuring that teachers and support personnel receive adequate and timely professional development on the provisions of the policies.

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“…And despite its intuitive appeal, there is at least some evidence to question the proposed magnitude and perhaps even the proposed direction of the association between discipline and achievement gaps. For instance, although discipline disparities between White and minority students have steadily grown over the past several decades (Losen,Hodson,Keith,2 recent studies have demonstrated potentially positive impacts of suspension on the academic achievement of suspended students as well as their peers (Anderson, Ritter, & Zamarro, 2017;Kinsler, 2013). This counterargument to what many regard as conventional knowledge in matters of racial equity in schooling-that discipline gaps are part and parcel with achievement gaps-suggests the need for a rigorous evaluation of the relationship between racial disproportionality in suspension rates and the racial achievement gap at a scale sufficient to make generalized claims about any relation between them.…”

Section: Introductionmentioning

confidence: 99%

“…As noted in the introduction, however, only recently have scholars begun to frame the two as related to one another, and there is not yet consensus on the expected direction or magnitude of the relationship (Anyon, Zhang, & Hazel, 2016; Hirschi, 1969; Hoffmann, Erickson, & Spence, 2013). Some research suggests that larger discipline gaps would be associated with larger achievement gaps (e.g., Anyon et al, 2016; Goodman, 2014; Hinze-Pifer & Sartain, 2018; McNeely, Nonnemaker, & Blum, 2002), whereas other research suggests that larger discipline gaps could be associated with smaller achievement gaps (e.g., Anderson et al, 2017; Carrell, Hoekstra, & Kuka, 2016; Imberman, Kugler, & Sacerdote, 2012; Kinsler, 2013; Losen et al, 2015; Morris & Perry, 2016; Reid, 2012; Zhang, Musu-Gillette, & Oudekerk, 2016). (See online Supplemental Appendix A for a full summary of this literature.)…”

Section: Introductionmentioning

confidence: 99%

Are Achievement Gaps Related to Discipline Gaps? Evidence From National Data

et al. 2019

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There is growing interest in the relation between the racial achievement gap and the racial discipline gap. However, few studies have examined this relation at the national level. This study combines data from the Stanford Education Data Archive and the Civil Rights Data Collection and employs a district fixed effects analysis to examine whether and the extent to which racial discipline gaps are related to racial achievement gaps in Grades 3 through 8 in districts across the United States. In bivariate models, we find evidence that districts with larger racial discipline gaps have larger racial achievement gaps (and vice versa). Though other district-level differences account for the positive association between the Hispanic-White discipline gap and the Hispanic-White achievement gap, we find robust evidence that the positive association between the Black-White discipline gap and the Black-White achievement gap persists after controlling for a multitude of confounding factors. We also find evidence that the mechanisms connecting achievement to disciplinary outcomes are more salient for Black than White students.

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Understanding a Vicious Cycle: Do Out-of-School Suspensions Impact Student Test Scores?

Cited by 23 publications

References 56 publications

Adopting Non-Exclusionary Discipline Practices: The First Steps Are the Most Confusing

Adopting Non-Exclusionary Discipline Practices: The First Steps Are the Most Confusing

A Survey of School Discipline Gatekeepers about the Implementation of the Non-Exclusionary Discipline Practices Reform in Illinois Schools

Are Achievement Gaps Related to Discipline Gaps? Evidence From National Data

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