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

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  • Author(s): Jabbari, Jason (ORCID Jabbari, Jason (ORCID 0000-0002-0196-4966); Johnson, Odis
  • Language:
    English
  • Source:
    Urban Education. Jun 2023 58(5):801-837.
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: https://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      37
    • Sponsoring Agency:
      National Science Foundation (NSF)
    • Contract Number:
      1619843
      1800199
    • Education Level:
      High Schools
      Secondary Education
      Grade 9
      Junior High Schools
      Middle Schools
      Higher Education
      Postsecondary Education
    • Subject Terms:
      High School Students; Grade 9; Suspension; Incidence; Mathematics Achievement; College Attendance; Urban Schools; Student Characteristics; Institutional Characteristics; Attendance Patterns
    • Subject Terms:
      High School Longitudinal Study of 2009 (NCES)
    • Accession Number:
      10.1177/0042085920902256
    • ISSN:
      0042-0859
      1552-8340
    • 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.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1371993