Students of color and students with disabilities are disproportionately suspended and referred to law enforcement relative to their enrollment¶

Claim · All claims
Evidence · 1 study · review r1 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2024: baselines and conditions change

Subclaims¶

q2 i? African American male students were 8% of enrollment but 25% of out-of-school suspensions in 2015-16, and students with disabilities were 12% of enrollment but 26% of suspensions. → Cardichon 2019

Evidence¶

Cardichon 2019¶

Cardichon, J., & Darling-Hammond, L. (2019). Protecting students' civil rights: The federal role in school discipline. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/student-civil-rights-school-discipline doi:10.33682/a3vc-nfcx

q2 · i? · review · r1

Analysis of the U.S. Department of Education's Civil Rights Data Collection for 2015-16 shows African American male students "comprised 8% of students enrolled and 25% of students who received an out-of-school suspension." The report also cites students with disabilities as 12% of enrollment but 26% of suspensions.

"During the 2015–16 school year, African American male students comprised 8% of students enrolled and 25% of students who received an out-of-school suspension."

Discussion¶

Learner Variables¶

• Learning Disabilities and Developmental Differences — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Students with disabilities are suspended at more than twice the rate of students without disabilities, and Black students with disabilities face the highest risk at 19% — the general claim this finding bears on, with the studies behind it
• Black students and students with disabilities are disproportionately referred for behavioral threat assessments — related
• African American boys received out-of-school suspensions at five times the rate of white/Asian boys in CPS high schools 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
• Arrest rates for CPS students declined after 2009-10, with African American boys arrested at twice the district average rate — 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 — possibly the same claim (merge candidate)
• 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
• 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
• 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
• Students with disabilities are overrepresented in school discipline: 16 percent of enrollment but 25–28 percent of suspensions and expulsions — related
• A first suspension doubles a student's odds of dropping out of school — related
• Students of color benefit academically and behaviorally from having teachers of the same race. — related
• Schools using the CSTAG model show fewer disciplinary infractions, suspensions, expulsions, and law enforcement actions than schools using general threat assessment approaches — 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. — a broader claim this one bears on