Racial differences in suspension rates reflect policies and adult biases, not differences in behavior¶

Claim · All claims
Evidence · 1 study · review r1 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Differences in suspension rates are a result of policies and adult biases, not differences in behavior; Black and Native girls are not more likely to misbehave but are more likely to be disciplined. → “...and they cared”: How to create better 2020

Evidence¶

“...and they cared”: How to create better 2020¶

“...and they cared”: How to create better, safer learning environments for girls of color. (2020). National Women’s Law Center & The Education Trust. https://eric.ed.gov/?id=ED607322

q2 · i? · review · r1

The guide’s background section states, citing cited research, that "these differences in rates of suspensions are a result of policies and adult biases — not a result of differences in behavior." It adds that policies can be leveraged to reduce harmful discipline practices; no effect size is printed.

"these differences in rates of suspensions are a result of policies and adult biases — not a result of differences in behavior."

Discussion¶

Related Claims¶

• 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 — a narrower finding that bears on this claim
• Black students and students with disabilities are disproportionately referred for behavioral threat assessments — related
• 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
• African American boys received out-of-school suspensions at five times the rate of white/Asian boys in CPS high schools in 2013-14 — related
• At racially/ethnically diverse schools, African American boys are suspended at about 13 percentage points higher rates than other students in the same school — related
• In-school suspension rates nearly doubled for African American high school students between 2008-09 and 2013-14 while remaining steady for other groups — 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
• A first suspension doubles a student's odds of dropping out of school — related
• Students in alternative schools experience extraordinarily high lost-instruction rates, with Black boys losing 235 days per 100 enrolled — related
• Boys, African American, and Hispanic children, and children with disabilities are disproportionately excluded from early care and education settings, though few studies computed disproportionality. — related