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The persistent effect of race and the promise of alternatives to suspension in school discipline outcomes

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  • Anyon, Yolanda
  • Jenson, Jeffrey M.
  • Altschul, Inna
  • Farrar, Jordan
  • McQueen, Jeanette
  • Greer, Eldridge
  • Downing, Barbara
  • Simmons, John

Abstract

Demographic and student discipline data were used to examine the influence of multi-level risk and protective factors on exclusionary school discipline outcomes. Participants included all youth (n=87,997) in grades K to 12 who were enrolled in Denver Public Schools (n=183) in 2011–2012. The dataset included measures of risk and protective factors for exclusionary school discipline outcomes such as race, family poverty, special education status, emotional disability, participation in gifted and talented programs, homelessness, office referral reasons over the course of one school year, participation in in-school suspension, a behavior contract, or restorative approaches, and school composition. Multilevel logistic regression modeling was used to estimate students' likelihood of receiving one or more office disciplinary referrals, suspensions, expulsions, and/or law enforcement referrals. Findings indicate that student racial background and school racial composition are enduring risks across key decision points of the school discipline process. Conversely, participation in restorative interventions and in-school suspensions protects students from out-of-school suspensions. This study suggests that ongoing attention to issues of racial inequity in school discipline outcomes is warranted, and that restorative practices have potential as an inclusive strategy to improve school discipline outcomes without excluding students from the classroom.

Suggested Citation

  • Anyon, Yolanda & Jenson, Jeffrey M. & Altschul, Inna & Farrar, Jordan & McQueen, Jeanette & Greer, Eldridge & Downing, Barbara & Simmons, John, 2014. "The persistent effect of race and the promise of alternatives to suspension in school discipline outcomes," Children and Youth Services Review, Elsevier, vol. 44(C), pages 379-386.
    • Handle: RePEc:eee:cysrev:v:44:y:2014:i:c:p:379-386
    DOI: 10.1016/j.childyouth.2014.06.025
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    References listed on IDEAS

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    1. Hemphill, Sheryl A. & Plenty, Stephanie M. & Herrenkohl, Todd I. & Toumbourou, John W. & Catalano, Richard F., 2014. "Student and school factors associated with school suspension: A multilevel analysis of students in Victoria, Australia and Washington State, United States," Children and Youth Services Review, Elsevier, vol. 36(C), pages 187-194.
    2. Theriot, Matthew T. & Craun, Sarah W. & Dupper, David R., 2010. "Multilevel evaluation of factors predicting school exclusion among middle and high school students," Children and Youth Services Review, Elsevier, vol. 32(1), pages 13-19, January.
    3. Ford, Recco & Hershberger, Shawna & Glenn, Joshua & Morris, Sarah & Saez, Victor & Togba, Francis & Watson, Joshua & Williams, Romeeka, 2013. "Building a youth-led movement to keep young people out of the adult criminal justice system," Children and Youth Services Review, Elsevier, vol. 35(8), pages 1268-1275.
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    Cited by:

    1. Welsh, Richard O. & Little, Shafiqua, 2018. "Caste and control in schools: A systematic review of the pathways, rates and correlates of exclusion due to school discipline," Children and Youth Services Review, Elsevier, vol. 94(C), pages 315-339.
    2. Huang, Francis L. & Cornell, Dewey G., 2017. "Student attitudes and behaviors as explanations for the Black-White suspension gap," Children and Youth Services Review, Elsevier, vol. 73(C), pages 298-308.
    3. Jenkins, Melissa R. & Ansong, David & Banks, Andrae & Dangleben, Tiffany D., 2022. "Regional trends and the role of school support staff in suspensions of students with disabilities," Children and Youth Services Review, Elsevier, vol. 141(C).
    4. Mizel, Matthew L. & Miles, Jeremy N.V. & Pedersen, Eric R. & Tucker, Joan S. & Ewing, Brett A. & D'Amico, Elizabeth J., 2016. "To educate or to incarcerate: Factors in disproportionality in school discipline," Children and Youth Services Review, Elsevier, vol. 70(C), pages 102-111.
    5. Huang, Francis L. & Cornell, Dewey, 2018. "The relationship of school climate with out-of-school suspensions," Children and Youth Services Review, Elsevier, vol. 94(C), pages 378-389.
    6. Jabbari, Jason & Johnson, Odis, 2020. "Veering off track in U.S. high schools? Redirecting student trajectories by disrupting punishment and math course-taking tracks," Children and Youth Services Review, Elsevier, vol. 109(C).
    7. Lincove, Jane Arnold & Mata, Catherine & Cortes, Kalena E., 2024. "The Effects of a Statewide Ban on School Suspensions," IZA Discussion Papers 17393, Institute of Labor Economics (IZA).
    8. Habiba Ibrahim & David L. Barnes & Sheretta T. Butler-Barnes & Odis Johnson, 2021. "Impact of In-School Suspension on Black Girls’ Math Course-Taking in High School," Social Sciences, MDPI, vol. 10(7), pages 1-11, July.
    9. Dong, Beidi & Krohn, Marvin D., 2020. "The effects of parental school exclusion on offspring drug use: An intergenerational path analysis," Journal of Criminal Justice, Elsevier, vol. 69(C).
    10. Wahman, Charis L. & Steele, Tiffany & Steed, Elizabeth A. & Powers, Lisa, 2022. "“No Intervention, Just Straight Suspension”: Family perspectives of suspension and expulsion," Children and Youth Services Review, Elsevier, vol. 143(C).
    11. Gilleskie, Donna B. & Li, Chunxiao, 2022. "The equity of exclusionary school discipline," Economics of Education Review, Elsevier, vol. 90(C).
    12. Cruz, Rebecca A. & Rodl, Janelle E., 2018. "Crime and punishment: An examination of school context and student characteristics that predict out-of-school suspension," Children and Youth Services Review, Elsevier, vol. 95(C), pages 226-234.
    13. Welsh, Richard O., 2023. "Up the down escalator? Examining a decade of school discipline reforms," Children and Youth Services Review, Elsevier, vol. 150(C).
    14. Jenson, Jeffrey M. & Veeh, Christopher & Anyon, Yolanda & St. Mary, Jason & Calhoun, Molly & Tejada, Jacqueline & Lechuga-Peña, Stephanie, 2018. "Effects of an afterschool program on the academic outcomes of children and youth residing in public housing neighborhoods: A quasi-experimental study," Children and Youth Services Review, Elsevier, vol. 88(C), pages 211-217.
    15. Fix, Rebecca L. & Nair, Reshmi, 2020. "Racial/ethnic and gender disparities in substantiation of child physical and sexual abuse: Influences of caregiver and child characteristics," Children and Youth Services Review, Elsevier, vol. 116(C).

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