The Collateral Damage of In-School Suspensions: A Counterfactual Analysis of High-Suspension Schools, Math Achievement and College Attendance. (June 2023)

• Record Type: Journal Article
• Authors: Jabbari, Jason; Johnson, Odis
• Is Part Of: Urban education. Volume 58:Number 5(2023)
• Page Start: 801
• Page End: 837
• Publication Date: 2023-06
• Subjects: discipline policies -- African American students -- urban education -- mathematics -- college; Education, Urban -- Periodicals; Enseignement en milieu urbain -- Périodiques; Éducation; Milieu urbain; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 370.91732
• DOI: 10.1177/0042085920902256
• Languages: English
• ISSNs: 0042-0859

Abstract

Even the least severe forms of exclusionary discipline are associated with detrimental effects for students that attend schools that overuse them. With a nationally representative longitudinal study of high school students, we utilize propensity score weighting to limit selection bias associated with schools that issue high numbers of in-school suspensions. Accounting for school social order and individual suspensions, we find that high-suspension schools are negatively associated with students' math achievement and college attendance. We also find that when we account for high and low-suspension schools, attending an urban schools is associated with an increase in both math achievement and college attendance.