African American boys received out-of-school suspensions at five times the rate of white/Asian boys in CPS high schools in 2013-14¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2015 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? In 2013-14, 33 percent of African American high school boys received an OSS compared to 13 percent of Latino boys and 6 percent of white/Asian boys. → Stevens 2015

Evidence¶

Stevens 2015¶

Stevens, W. D., Sartain, L., Allensworth, E. M., & Levenstein, R., with Guiltinan, S., Mader, N., Huynh, M. H., & Porter, S. (2015). Discipline Practices in Chicago Schools: Trends in the Use of Suspensions and Arrests. UChicago CCSR Research Report. https://consortium.uchicago.edu/publications/discipline-practices-chicago-schools-trends-use-suspensions-and-arrests

q2 · i? · associational · r2

Descriptive subgroup analysis of CPS administrative suspension data for 2013-14. The report states "33 percent of African American high school boys received an OSS, compared to 13 percent of Latino boys and 6 percent of white/Asian boys."

"In the 2013-14 school year, 33 percent of African American high school boys received an OSS, compared to 13 percent of Latino boys and 6 percent of white/Asian boys."

Discussion¶

Learner Variables¶

• Identity — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Out-of-school suspension rates in CPS high schools declined each year from 24 percent in 2009-10 to 16 percent in 2013-14 — related
• Students with low prior test scores and students with disabilities were suspended at substantially higher rates than their peers in CPS — related
• A subset of about a quarter of Chicago high schools and 10 percent of middle-grades schools have very high suspension rates, almost all predominantly serving African-American students — related
• At racially/ethnically diverse schools, African American boys are suspended at about 13 percentage points higher rates than other students in the same school — related
• Arrest rates for CPS students declined after 2009-10, with African American boys arrested at twice the district average rate — related
• Most high school suspensions in CPS resulted from student defiance and rule violations rather than physical conflict — related
• In-school suspension rates nearly doubled for African American high school students between 2008-09 and 2013-14 while remaining steady for other groups — related
• Black and poor students are suspended from US schools at higher rates than White and nonpoor students — a broader claim this one bears on
• At-risk identification is demographically patterned, with Black, Hispanic, and male students more likely to be identified — related
• Black students and students with disabilities are suspended at disproportionately high rates, and high-poverty schools are more likely to have a School Resource Officer — a broader claim this one bears on
• Students who attend schools with higher suspension rates are more likely to be arrested and incarcerated as adults and less likely to attend a 4-year college — related
• Black students are suspended at the highest rate of any racial group, at 12% in 2017–18, with persistent disparities across all years analyzed — related
• Students of color and students with disabilities are disproportionately suspended and referred to law enforcement relative to their enrollment — related
• A first suspension doubles a student's odds of dropping out of school — related
• Intersecting identities compound suspension risk: 0.1% of Asian girls without special education services in elementary schools were suspended versus 27% of Black boys with disabilities in secondary schools — related
• Black students lose five times as many instructional days to suspension as White students — related
• Racial differences in suspension rates reflect policies and adult biases, not differences in behavior — related
• Suspension is associated with long-term harms including higher risk of grade retention, dropout, and juvenile justice involvement — related
• Secondary suspension risk declined and the racial gap narrowed slightly since 2009-10, while elementary rates did not decline and some districts saw large increases — related
• Students of color benefit academically and behaviorally from having teachers of the same race. — related
• Students in alternative schools experience extraordinarily high lost-instruction rates, with Black boys losing 235 days per 100 enrolled — related
• Students experiencing homelessness change schools at triple the rate of other students and are twice as likely to receive an out-of-school suspension — related
• Boys, African American, and Hispanic children, and children with disabilities are disproportionately excluded from early care and education settings, though few studies computed disproportionality. — related