Breaking Schools’ Rules

A Statewide Study on How School Discipline Relates to Students’ Success and Juvenile Justice Involvement

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The CSG Justice Center, in partnership with the Public Policy Research Institute at Texas A&M University, has released a groundbreaking statewide study of nearly 1 million Texas public secondary school students, followed for at least six years. Funded by the Atlantic Philanthropies and the Open Society Foundations, this study 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.

The Council of State Governments Justice Center | July 2011 |

Breaking Schools’ Rules

Key Findings

Of the nearly 1 million public secondary school students studied, about 15 percent were suspended or expelled 11 times or more; nearly half of these students with 11 or more disciplinary actions were also involved in the juvenile justice system.

Repeated suspensions and expulsions predicted poor academic outcomes. Only 40 percent of students disciplined 11 times or more graduated from high school during the study period, and 31 percent of students disciplined one or more times repeated their grade at least once.
Only three percent of the disciplinary actions were for conduct in which state law mandated suspensions and expulsions; the rest were made at the discretion of school officials primarily in response to violations of local schools’ conduct codes.
African-American students and those with particular educational disabilities were disproportionately disciplined for discretionary actions.

Breaking Schools’ Rules: FAQs

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