Exclusionary discipline disproportionately affects students of color from low-income families and students with disabilities, who receive harsher penalties than peers for similar behaviors¶

Claim · All claims
Evidence · 1 study · review r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Suspensions and expulsions fall disproportionately on students of color from low-income families and students with disabilities relative to other students engaging in similar behaviors. → Darling-Hammond 2018

Evidence¶

Darling-Hammond 2018¶

Darling-Hammond, L., & Cook-Harvey, C. M. (2018). Educating the whole child: Improving school climate to support student success. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/educating-whole-child doi:10.54300/145.655

q2 · i? · review · r1

The report's research synthesis states that "exclusionary responses, such as suspensions and expulsions, disproportionately affect students of color from low-income families and students with disabilities," who receive harsher penalties than other students for similar behaviors.

"Considerable research shows that exclusionary responses, such as suspensions and expulsions, disproportionately affect students of color from low-income families and students with disabilities, who receive harsher penalties than those received by other students who engage in similar behaviors."

Discussion¶

Learner Variables¶

• Socioeconomic Status — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• For the same types of infractions, Black students and students with disabilities were significantly more likely to receive out-of-school suspensions than other subgroups — possibly the same claim (merge candidate)
• Black students and students with disabilities in Maryland were suspended and expelled at more than twice the rates of other students — 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 suspended at disproportionately high rates, and high-poverty schools are more likely to have a School Resource Officer — related
• Exclusionary discipline harms students and disproportionately affects students of color, so tracking suspension data can promote positive interventions — related
• In Maryland, disciplinary removals (out-of-school suspensions and expulsions) declined over the past 10 years while discipline disparities persisted — related
• Exclusionary discipline rates declined for all student subgroups in Maryland from 2009/10 to 2017/18 — related
• Schools using the CSTAG model show fewer disciplinary infractions, suspensions, expulsions, and law enforcement actions than schools using general threat assessment approaches — related
• Low-income students, students of color, multilingual families' students, and students with disabilities are more likely to be chronically absent — related
• Students with disabilities are overrepresented in school discipline: 16 percent of enrollment but 25–28 percent of suspensions and expulsions — a narrower finding that bears on this claim
• Exclusionary discipline disproportionately removes students of color and students with disabilities from school — related
• Students of color show fewer absences and less exclusionary discipline when taught by race-matched teachers — related
• Black students and students with disabilities are disproportionately referred for behavioral threat assessments — a narrower finding that bears on this claim