The Collateral Damage of In-School Suspensions: Latest Research

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

Jason Jabbari https://orcid.org/0000-0002-0196-4966 jabbari.jason@wustl.edu and Odis Johnson, Jr.View all authors and affiliations
Volume 58, Issue 5
https://doi.org/10.1177/0042085920902256

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 urban schools is associated with an increase in both math achievement and college attendance.

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