Black students and students with disabilities in Maryland were suspended and expelled at more than twice the rates of other students¶

Claim · All claims
Evidence · 1 study · associational r2 · 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? Despite overall declines, Black students and students with disabilities continued to be suspended and expelled at more than twice the rates of other students. → Johanna Lacoe 2019

Evidence¶

Johanna Lacoe 2019¶

Johanna Lacoe, Mikia Manley. (2019). Disproportionality in School Discipline: An Assessment in Maryland through 2018 (Study Snapshot). Regional Educational Laboratory Mid-Atlantic. https://www.mathematica.org/publications/disproportionality-in-school-discipline-an-assessment-in-maryland-through-2018-study-snapshot

q2 · i? · associational · r2

The same statewide administrative-data analysis applying the MSDE definition of discipline disproportionality found that "Black students and students with disabilities continued to be suspended and expelled from school at more than twice the rates of other students". No effect size is printed.

"however, Black students and students with disabilities continued to be suspended and expelled from school at more than twice the rates of other students"

Discussion¶

Related Claims¶

• The authors interpret the same-offense discipline gap as suggesting possible implicit bias against Black students and students with disabilities — related
• 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 — related
• Exclusionary discipline rates declined for all student subgroups in Maryland from 2009/10 to 2017/18 — related
• English learner students with disabilities are less likely than other students with disabilities to receive extra time on schoolwork but attend transition-planning meetings at a comparable rate, are suspended less, and have parents with higher expectations — related
• 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
• In Maryland, disciplinary removals (out-of-school suspensions and expulsions) declined over the past 10 years while discipline disparities persisted — related
• Black and poor students are suspended from US schools at higher rates than White and nonpoor students — 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 — a broader claim this one bears on
• Black students are suspended at the highest rate of any racial group, at 12% in 2017–18, with persistent disparities across all years analyzed — related
• 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% — a narrower finding that bears on this claim
• 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
• Within fight pairs, Black and poor students are punished more harshly than the opponents they fight — related