Suspension rates dropped for many of the nation’s school districts, but U.S. students still lost about 18 million days of instruction to out-of-school punishments in the 2011–2012 school year.
Breaking Schools’ Rules: A Statewide Study on How School Discipline Relates to Students’ Success and Juvenile Justice Involvement
The CSG Justice Center, in partnership with the Public Policy Research Institute at Texas A&M University, has released an unprecedented statewide study of nearly 1 million Texas public secondary school students, followed for at least six years. Among its startling findings are that the majority of students were suspended or expelled between seventh to twelfth grade.
Funded by the Atlantic Philanthropies and the Open Society Foundations, this study also found that when students are suspended or expelled, the likelihood that they will repeat a grade, not graduate, and/or become involved in the juvenile justice system increases significantly. African-American students and children with particular educational disabilities who qualify for special education were suspended and expelled at especially high rates.
To browse an online version of the report, click on the cover below and scroll through the pages using the arrow buttons on the sides. A link to download the pdf is included below the online version of the report.
A briefing to present the findings of the Texas study, conducted by the Council of State Governments (CSG) Justice Center in partnership with the Public Policy Research Institute at Texas A&M University, was held on Tuesday, July 19, 2011. The event also featured a discussion by Texas stakeholders about strategies to keep schools safe and reduce high rates of suspension and expulsion.
Download the Press Release: New Report on How School Discipline Relates to Academic and Juvenile Justice Outcomes (.pdf)
Related ResourcesOpportunities Suspended: The Disparate Impact of Disciplinary Exclusion from School
The first in an ongoing series of national studies by the Center for Civil Rights Remedies at the Civil Right Project.Barbara Jordan Freedom Foundation School Discipline conference, Feb. 2012.
CSG Justice Center Research Director Tony Fabelo featured on research panel.
Overreliance on suspensions in school discipline and disproportionately high suspension rates for students of color remain a national problem, a new report says, but merely examining nationwide statistics masks the progress that many districts have made in reducing classroom removals and closing the gaps between racial and ethnic groups.
A new report by the American Civil Liberties Union of Rhode Island indicates that black residents are disproportionately suspended from school, profiled by police and incarcerated, a pattern referred to as the “school-to-prison pipeline.”
The bill calls for the Indiana’s department of education to work in concert with other state educational institutions to develop guidelines and “a model” for improving student behavior.
News surrounding a confrontation in a Baltimore school is raising new questions about the role race plays in discipline for black female students.