Exclusionary discipline harms students and disproportionately affects students of color, so tracking suspension data can promote positive interventions¶

Claim · All claims
Evidence · 1 study · review r1 · q2
Currency · newest study 2016 · checked against its sources 2026-10-15 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2021: baselines and conditions change

Subclaims¶

q2 i? Tracking suspension and expulsion data by student group can highlight racially disparate practices and promote positive behavioral interventions that improve engagement and academic success. → Cook-Harvey 2016

Evidence¶

Cook-Harvey 2016¶

Cook-Harvey, C.M., Darling-Hammond, L., Lam, L., Mercer, C., & Roc, M. (2016). Equity and ESSA: Leveraging Educational Opportunity Through the Every Student Succeeds Act. Palo Alto, CA: Learning Policy Institute. http://learningpolicyinstitute.org/product/equity-essa

q2 · i? · review · r1

The report cites research indicating that subgroup tracking of discipline data highlights racially disparate practices and promotes positive behavioral interventions; no effect sizes are printed.

"Research also indicates that tracking suspension and expulsion data by student group can help highlight racially disparate practices, and promote positive behavioral interventions that will improve student engagement and academic success."

Discussion¶

Related Claims¶

• 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
• Schools implementing restorative justice report decreases in exclusionary discipline such as suspensions and expulsions — related
• Shifting to restorative practices reduced exclusionary discipline and its racial disparities while improving climate and achievement — related
• Exclusionary discipline rates declined for all student subgroups in Maryland from 2009/10 to 2017/18 — related
• In Maryland, disciplinary removals (out-of-school suspensions and expulsions) declined over the past 10 years while discipline disparities persisted — related
• Experts report reduced suspensions and expulsions and improved school climate as RJ implementation successes — related
• Schools using the CSTAG model show fewer disciplinary infractions, suspensions, expulsions, and law enforcement actions than schools using general threat assessment approaches — related
• Frequent RJ use by teachers shows preliminary indications of reducing the racial discipline gap, though disparities persist — related
• Exclusionary discipline disproportionately removes students of color and students with disabilities from school — related
• Los Padillas shifted away from exclusionary discipline, with no in- or out-of-school suspensions in 2023–24, and retained nearly all its teachers over 5 years — related
• School exclusionary policies paradoxically worsen dropout, delinquency, and achievement — related
• Students of color show fewer absences and less exclusionary discipline when taught by race-matched teachers — related
• CSTAG training shifts staff knowledge and beliefs, improving threat-assessment accuracy and reducing support for zero-tolerance policies — related
• Experts attribute their focus on RJ in schools to the failure of zero-tolerance discipline, disciplinary disparities, school climate concerns, holistic community approaches, and connections to youth development models — related