Perceived safety changes under reduced suspension use varied by school racial composition: a small decline in predominantly Latino schools and a similar-sized but non-significant improvement in predominantly Black schools¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · checked against its sources 2026-10-17 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? In schools serving predominantly Latino students, perceived safety declined slightly as suspension use for severe infractions declined. → Rebecca Hinze-Pifer and Lauren Sartain 2015

Evidence¶

Rebecca Hinze-Pifer and Lauren Sartain 2015¶

Rebecca Hinze-Pifer and Lauren Sartain. (2015). Rethinking Universal Suspension for Severe Student Behavior. Stanford University and University of Chicago Consortium on School Research. https://consortium.uchicago.edu

q2 · i? · causal · r2

Survey-based analysis using perceived safety measures constructed from My Voice, My School questions on feeling safe in class, elsewhere in the building, and outside. The article reports a "small decline in perceived safety"; no effect size is printed.

"In schools serving predominantly Latino students, there was a small decline in perceived safety when suspension use for severe infractions declined."

Discussion¶

Learner Variables¶

• Race and Ethnicity — moderator: an instructional effect differs by group
• Safety — outcome: instruction changes it

Related Claims¶

• Reduced suspension use was associated with increased attendance of roughly one additional day per year per student, rising to about three days in schools serving predominantly Black students — related
• School climate improved in predominantly Black schools but declined in predominantly Latino and racially diverse schools as suspension use for severe infractions fell — related
• Student perceptions of safety and teacher perceptions of order improved in CPS high schools during the same period that OSS rates declined — related
• Student reports of safety did not improve faster in Culture of Calm schools than in other similar high schools — related
• School improvement rates varied by community type: Latino, racially diverse, and integrated schools improved disproportionately, while stagnation concentrated in predominantly African-American low-income communities — related
• Experts report reduced suspensions and expulsions and improved school climate as RJ implementation successes — related
• Black and Latino students' success in progressive mathematics triggers system reactions questioning the program's rigor — related