District math and English language arts achievement declined in Philadelphia following the discipline policy reform¶
Claim · All claims
Evidence · 1 study · causalr?·q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2021: local conditions change quickly
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? District math and English language arts achievement declined after the reform. → Johanna Lacoe 2018
Evidence¶
Johanna Lacoe 2018¶
Johanna Lacoe, Matthew P. Steinberg. (2018). Rolling Back Zero Tolerance: The Effect of Discipline Policy Reform on Suspension Usage and Student Outcomes. Peabody Journal of Education, vol. 93, issue 2. https://www.mathematica.org/publications/rolling-back-zero-tolerance-the-effect-of-discipline-policy-reform-on-suspension-usage-and-student doi:10.1080/0161956x.2018.1435047
q3 · i? · causal · r?
Difference-in-differences analysis of Philadelphia's discipline reform reports that "district math and English language arts achievement declined following the policy reform." No effect size is printed in the available text.
"Further, the truancy rate increased and district math and English language arts achievement declined following the policy reform"
Discussion¶
Related Claims¶
- Truancy rates increased in Philadelphia following the discipline policy reform — related
- Philadelphia's 2012-2013 discipline reform produced a modest decline in suspensions for nonviolent infractions in the year of reform — related
- Total suspensions in Philadelphia remained unchanged following the discipline policy reform — related
- Serious incidents of student misconduct increased in Philadelphia following the discipline policy reform — related
- In schools that eliminated classroom disorder out-of-school suspensions, peer math achievement and attendance were unaffected — related
- In schools that did not fully implement the district-level suspension reform, peer math achievement declined and attendance decreased — related
- Peer outcomes following a district suspension reform varied with school-level implementation — related
- Negative achievement effects of suspension are robust to instrumental variable estimates leveraging a district-wide suspension policy change — related
- Exposure to suspensions for serious misconduct has very small negative spillovers onto peer achievement — related
- High-skill students' math test scores declined as a consequence of the composition change — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
philadelphia-reform-math-ela-achievement-declined |
title |
District math and English language arts achievement declined in Philadelphia following the discipline policy reform |
description |
District math and English language arts achievement declined in Philadelphia following the discipline policy reform |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
recheck_by |
2021 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — johanna-lacoe-2018 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.