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¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2019 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2024: baselines and conditions change

Subclaims¶

q2 i? Conditional on involvement in the same types of infractions, Black students and students with disabilities were significantly more likely than other subgroups to receive out-of-school suspensions. → 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 administrative-data analysis compared suspension outcomes across subgroups within the same infraction types and found Black students and students with disabilities "significantly more likely to receive out-of-school suspensions than other subgroups". No effect size or test statistic is printed.

"Even when they were involved in the same types of infractions, Black students and students with disabilities were significantly more likely to receive out-of-school suspensions than other subgroups."

Discussion¶

Related Claims¶

• The authors interpret the same-offense discipline gap as suggesting possible implicit bias against Black students and students with disabilities — related
• Black students and students with disabilities in Maryland were suspended and expelled at more than twice the rates of other students — 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
• Philadelphia's 2012-2013 discipline reform produced a modest decline in suspensions for nonviolent infractions in the year of reform — related
• Interventions are more effective for general suspensions and in-school exclusion than for severe sanctions such as permanent exclusion and out-of-school suspension — related
• In Maryland, disciplinary removals (out-of-school suspensions and expulsions) declined over the past 10 years while discipline disparities persisted — 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% — related
• Exclusionary discipline disproportionately affects students of color from low-income families and students with disabilities, who receive harsher penalties than peers for similar behaviors — possibly the same claim (merge candidate)
• Racial differences in suspension rates reflect policies and adult biases, not differences in behavior — a broader claim this one bears on
• Students experiencing homelessness change schools at triple the rate of other students and are twice as likely to receive an out-of-school suspension — related
• Black students and students with disabilities are disproportionately referred for behavioral threat assessments — a narrower finding that bears on this claim