In schools that did not fully implement the district-level suspension reform, peer math achievement declined and attendance decreased¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In schools that did not fully implement the district-level reform, peer math achievement declined and attendance decreased. → Matthew P. Steinberg 2018

Evidence¶

Matthew P. Steinberg 2018¶

Matthew P. Steinberg, Johanna Lacoe. (2018). Reforming School Discipline: School-Level Policy Implementation and the Consequences for Suspended Students and Their Peers. American Journal of Education, vol. 125, issue 1. https://www.mathematica.org/publications/reforming-school-discipline-school-level-policy-implementation-and-the-consequences-for-suspended doi:10.1086/699811

q3 · i? · causal · r?

Difference-in-differences analysis of peer outcomes under the Philadelphia reform reports that "peer math achievement declined and attendance decreased in schools that did not fully implement the district-level reform." No effect size is printed.

"Postreform changes in peer outcomes varied with school-level implementation: in schools that eliminated classroom disorder OSS, peer math achievement and attendance were unaffected, whereas peer math achievement declined and attendance decreased in schools that did not fully implement the district-level reform."

Discussion¶

Related Claims¶

• In schools that eliminated classroom disorder out-of-school suspensions, peer math achievement and attendance were unaffected — reports the opposite
• Many Philadelphia schools did not comply with the policy change prohibiting out-of-school suspension for low-level offenses — related
• Peer outcomes following a district suspension reform varied with school-level implementation — a broader claim this one bears on
• District math and English language arts achievement declined in Philadelphia following the discipline policy reform — related
• Truancy rates increased in Philadelphia following the discipline policy reform — related
• A Philadelphia reform prohibiting out-of-school suspension for classroom disorder decreased classroom disorder suspensions among students suspended before the reform — related
• Philadelphia schools varied significantly in how they implemented the discipline policy change — a broader claim this one bears on
• Attendance, but not academic achievement, improved for previously suspended students following the suspension reform — related
• District policies discouraging suspensions show mixed effects: shortened suspensions were associated with improved attendance but worse school climate — related
• Student exposure to restorative practices improves standardized test performance and reduces suspension probability and duration — related
• Negative achievement effects of suspension are robust to instrumental variable estimates leveraging a district-wide suspension policy change — related