Understanding the black–white school discipline gap

Kinsler, Josh

doi:10.1016/j.econedurev.2011.07.004

Cited by 132 publications

(153 citation statements)

References 21 publications

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“…Kinsler (2011) shows that although black students are about twice as likely to be suspended from school compared to white students, all of the racial gap in school discipline is driven by variation across (rather than within) schools. Thus it is possible that students who are assigned to schools with more minority students exhibit similar behavior but are treated differently.…”

Section: Vib Peer Effectsmentioning

confidence: 99%

School Segregation, Educational Attainment and Crime: Evidence from the end of busing in Charlotte-Mecklenburg

Billings

Deming

Rockoff

2012

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We study the end of race-based busing in Charlotte-Mecklenburg schools (CMS). In 2001, school boundaries in CMS were redrawn dramatically, and half of students received a new assignment. Using addresses measured prior to the policy change, we compare students in the same neighborhood that lived on opposite sides of a newly drawn boundary. We find that both white and minority students score lower on high school exams when they are assigned to schools with more minority students. We also find decreases in high school graduation and four-year college attendance for whites and large increases in crime for minority males. We conclude that the end of race-based busing widened racial inequality, despite efforts by CMS to mitigate the effect of segregation through compensatory resource allocation. JEL Codes: I20, I24.

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Section: Vib Peer Effectsmentioning

confidence: 99%

School Segregation, Educational Attainment and Crime: Evidence from the end of busing in Charlotte-Mecklenburg

Billings

Deming

Rockoff

2012

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“…However, such a statement denies implicit racial bias and the impact it can have on Black and White educators' perspectives toward Black youth. Although he states that such a finding does not mean that bias was not present, the findings in the study cannot be supported while simultaneously deemphasizing the significance of implicit racial biases (Kinsler, 2011).…”

Section: Implicit Racial Bias Is Not Only Limited Tocontrasting

confidence: 43%

“…2011;Wright, Morgan, Coyne, Beaver, & Barnes, 2014). For instance, Kinsler (2011) studied the Black-White school discipline gap among a sample of North Carolina students, teachers, and principals. His findings suggest that the discrepancy in exclusionary discipline is not significant within schools, but is only a factor when comparing across schools (Kinsler, 2011).…”

Section: Implicit Racial Bias Is Not Only Limited Tomentioning

confidence: 99%

“…For instance, Kinsler (2011) studied the Black-White school discipline gap among a sample of North Carolina students, teachers, and principals. His findings suggest that the discrepancy in exclusionary discipline is not significant within schools, but is only a factor when comparing across schools (Kinsler, 2011). In other words, he purports that a Black student and a White student would receive congruent penalties for similar violations if those students attended the same school (Kinsler, 2011).…”

Section: Implicit Racial Bias Is Not Only Limited Tomentioning

confidence: 99%

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Exploring the relation between school pushout and future outlook for black youth.

Cumi¹

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“…A large literature also shows that students from minority groups, especially black and Hispanic students, are disproportionately subject to school discipline (e.g. Skiba et al, 2002;Mendez and Knoff, 2003;Kinsler, 2011). Therefore, if suspension does negatively impact on an individual's educational outcomes, the use of suspension may intensify inequalities in educational outcomes.…”

Section: Introductionmentioning

confidence: 99%

Is there an educational penalty for being suspended from school?

Cobb‐Clark

Kassenboehmer

et al. 2014

Education Economics

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Suspension from school is a commonly-used, yet controversial, school disciplinary measure. This paper uses unique survey data to estimate the impact of suspension on the educational outcomes of those suspended. It finds that while suspension is strongly associated with educational outcomes, the relationship is unlikely to be causal, but rather likely stems from differences in the characteristics of those suspended compared to those not suspended.Moreover, there is no evidence that suspension is associated with larger educational penalties for young people from disadvantaged family backgrounds compared to those from more advantaged family backgrounds. These results hold regardless of whether self-reported suspension or mother-reported suspension is considered. The absence of a clear negative causal impact of suspension on educational outcomes suggests that suspension may continue to play a role in school discipline without harming the educational prospects of those sanctioned.

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Understanding the black–white school discipline gap

Cited by 132 publications

References 21 publications

School Segregation, Educational Attainment and Crime: Evidence from the end of busing in Charlotte-Mecklenburg

School Segregation, Educational Attainment and Crime: Evidence from the end of busing in Charlotte-Mecklenburg

Exploring the relation between school pushout and future outlook for black youth.

Is there an educational penalty for being suspended from school?

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