Students' risk of suspension is more strongly determined by which school they attend than by their individual backgrounds¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2019: baselines and conditions change

Subclaims¶

q2 i? Which school a student attends predicts suspension risk more strongly than the student's race, gender or income. → Sartain 2014

Evidence¶

Sartain 2014¶

Sartain, L., Allensworth, E., & Porter, S. (2014). Suspending Chicago's Students: Differences in Discipline across Schools. UChicago Consortium. https://consortium.uchicago.edu/publications/suspending-chicagos-students-differences-discipline-practices-across-schools

q2 · i? · associational · r?

District-wide observational analysis of Chicago discipline data reported in the Consortium report, comparing the contribution of school attended versus student background characteristics to suspension risk. The report states students' risk of suspension is "more strongly determined by which school they attend than by their backgrounds".

"Students’ risk of suspension is more strongly determined by which school they attend than by their backgrounds—including their race, gender or income."

Discussion¶

Related Claims¶

• Ninth-grade GPAs varied substantially by gender, race/ethnicity, neighborhood SES, incoming test scores, course level, and school — related
• The likelihood of being identified as at risk increases as historically underserved background characteristics intersect, with variation by gender and race/ethnicity, and school characteristics also matter — related
• School characteristics—percentage of low income students, teacher retention, and attendance—are associated with students' likelihood of being identified as at significant risk in early literacy screening — related
• School and district factors relate to risk identification: low income concentration correlates with repeated risk identification, and segregation modestly increases it, though some schools outperform model predictions — related
• School-level concentration of low income students and racial isolation are associated with higher early literacy risk rates — related