Schools using the CSTAG model show fewer disciplinary infractions, suspensions, expulsions, and law enforcement actions than schools using general threat assessment approaches¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Comparative studies find fewer disciplinary infractions, suspensions, expulsions, and law enforcement actions in CSTAG schools than in general-approach schools, particularly for students of color and students with disabilities. → DePaoli 2025

Evidence¶

DePaoli 2025¶

DePaoli, J. L., & Loewe, S. B. (2025). Keeping schools safe? The research on behavioral threat assessments. Learning Policy Institute. https://doi.org/10.54300/808.437

q2 · i? · review · r3

The report's synthesis of comparison-group outcome studies states that "studies also find evidence of fewer disciplinary infractions, suspensions, expulsions, and law enforcement actions in schools using the CSTAG model than in those using a general threat assessment approach." No effect sizes are printed.

"studies also find evidence of fewer disciplinary infractions, suspensions, expulsions, and law enforcement actions in schools using the CSTAG model than in those using a general threat assessment approach, particularly for students of color and students with disabilities"

Discussion¶

Related Claims¶

• Randomized studies, as reviewed, find that students who make threats in CSTAG schools more often receive counseling and less often long-term suspension or transfer, with the largest changes in higher-fidelity schools — related
• CSTAG training shifts staff knowledge and beliefs, improving threat-assessment accuracy and reducing support for zero-tolerance policies — related
• Exclusionary discipline disproportionately affects students of color from low-income families and students with disabilities, who receive harsher penalties than peers for similar behaviors — related
• Exclusionary discipline harms students and disproportionately affects students of color, so tracking suspension data can promote positive interventions — related
• Exclusionary discipline disproportionately removes students of color and students with disabilities from school — related
• Students of color and students with disabilities are disproportionately suspended and referred to law enforcement relative to their enrollment — related
• Black students and students with disabilities are disproportionately referred for behavioral threat assessments — related