Grade retention, suspensions, and expulsions among youth with an IEP showed little change over the past decade¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2023: baselines and conditions change

Subclaims¶

q2 i? There was little change in grade retention, suspensions, and expulsions for youth with an IEP between 2003 and 2012. → Albert Y. Liu 2018

Evidence¶

Albert Y. Liu 2018¶

Albert Y. Liu, Johanna Lacoe, Stephen Lipscomb, Joshua Haimson, David R. Johnson, Martha L. Thurlow. (2018). Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education, Volume 3: Comparisons Over Time. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://www.mathematica.org/publications/preparing-for-life-after-high-school-the-characteristics-and-experiences-of-youth-vol-3

q2 · i? · associational · r?

The key findings report "little change in grade retention, suspensions, and expulsions" for youth with an IEP over the decade; no effect size is printed.

"In the past decade, youth with an IEP have become more engaged in school and extracurricular activities, but there was little change in grade retention, suspensions, and expulsions."

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
• Youth with an IEP experience bullying and suspension at higher rates and are less engaged in school and social activities than peers, though most youth with and without an IEP feel positive about school — related
• Youth with an IEP became more engaged in school and extracurricular activities over the past decade, with little change in grade retention, suspensions, and expulsions — a broader claim this one bears on
• Over the past decade (2003–2012), high school youth with an IEP became more engaged in school and extracurricular activities — related
• Participation in key transition activities, including discussing transition plans with school staff and student employment during high school, declined over the decade — related
• In Maryland, disciplinary removals (out-of-school suspensions and expulsions) declined over the past 10 years while discipline disparities persisted — related
• California's shift to restorative and social-emotional approaches coincided with a 33.6% decline in suspensions and 40.4% decline in expulsions (2011-2016) while schools became safer — related
• From 2003 to 2012, youth with disabilities showed greater school engagement and support use but became less likely to participate in some key transition activities — related
• Among students with an IEP, youth with emotional disturbance or an intellectual disability experienced more positive changes over the past decade than youth in other disability groups — a narrower finding that bears on this claim