Exclusionary discipline is ineffective at improving school safety and harms both suspended students and their non-suspended peers¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In schools with higher suspension rates, students and teachers tend to perceive school safety as worse after controlling for school and student characteristics. → Leung-Gagné 2022 q2 i? Non-suspended students in schools with harsh exclusionary discipline have lower test scores than peers in lower-suspending schools. → Leung-Gagné 2022 (2)

Evidence¶

Leung-Gagné 2022¶

Leung-Gagné, M., McCombs, J., Scott, C., & Losen, D. J. (2022). Pushed out: Trends and disparities in out-of-school suspension. Learning Policy Institute. https://doi.org/10.54300/235.277

q2 · i? · associational · r2

The report's review of prior research on suspension and school climate, citing controlled studies. It states that "both students and teachers tend to perceive school safety to be worse" in higher-suspending schools, and that such schools showed the largest decreases in school connectedness and meaningful participation.

"In schools with higher suspension rates, both students and teachers tend to perceive school safety to be worse, after controlling for various school and student characteristics."

Leung-Gagné 2022 (2)¶

Leung-Gagné, M., McCombs, J., Scott, C., & Losen, D. J. (2022). Pushed out: Trends and disparities in out-of-school suspension. Learning Policy Institute. https://doi.org/10.54300/235.277

q2 · i? · review · r2

The report's review of research on spillover effects, reporting that one study found "a relationship between harsher exclusionary punishments and lower test scores among peers of suspended students." The report also cites a Texas study in which suspended students with minor violations were twice as likely to repeat a grade.

"One study found a relationship between harsher exclusionary punishments and lower test scores among peers of suspended students."

Discussion¶

Related Claims¶

• Restorative practices reduce exclusionary discipline and misbehavior and improve school climate, safety, and achievement, though implementation requires sustained investment — related
• Schools with higher suspension rates have worse climates for learning, even compared to schools serving similar student populations — possibly the same claim (merge candidate)
• Schools with school resource officers may have higher rates of exclusionary discipline, including a reported 21 percent increase in incidents — related
• Students at higher-performing non-selective Chicago high schools report better school experiences, including safety, relationships, attendance, and fewer suspensions — related
• District policies discouraging suspensions show mixed effects: shortened suspensions were associated with improved attendance but worse school climate — related
• Experts report reduced suspensions and expulsions and improved school climate as RJ implementation successes — related
• Suspension is associated with lower test scores in the suspended years, with more suspended days related to larger decreases — related
• Suspension is associated with long-term harms including higher risk of grade retention, dropout, and juvenile justice involvement — related
• School exclusionary policies paradoxically worsen dropout, delinquency, and achievement — a narrower finding that bears on this claim
• SEL programs cannot produce meaningful long-term growth in authoritarian, punitive, or exclusionary environments; restorative practices are needed — related
• Evidence suggests RJ improves school climate, including student connectedness and staff-perceived climate gains — related
• Student exposure to restorative practices improves standardized test performance and reduces suspension probability and duration — related
• Elementary schools with high poverty and high suspension rates have higher grade retention odds among similar-achieving students — related