School Suspensions And Its Effect On High School And Post Secondary Attainment Gaps

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(a) This study examines out-of-school suspensions in the 9th grade and their effect on high school and post-secondary outcomes. This analyses also examines demographic disparities in school suspensions, their relationship to poverty and their contribution to high school graduation and post-secondary attainment gaps.
(b) Data from a longitudinal study that followed a cohort of 205,337 Florida students as 9th graders in 2000-01 through 2007-08 (post-secondary) was used. This timeframe includes high school graduation rates, drop-out events and post-secondary outcomes. Excluded from the study are those that transferred out of the state system during that time frame, leaving the sample size to 181,897. Another dataset was utilized to
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(d) The study found that being suspended in the 9th grade is common, impacting more than 1 in 4 students, and that suspension in the 9th grade significantly negatively affects students’ high school and post-secondary outcomes. Suspension rates and number of days suspended are disproportionately higher amongst poor, black and special education students.
(e) These findings will allow me to stress the negative consequences of harsh school discipline, as well as allow me to compare students in the state of Florida to those I will study in Utah.

(a) With the growing amount of literature uncovering the racial disparities in school disciplinary practices, this study wanted to delve further and explore factors that contribute to the racial disparities of school suspensions specifically concerning Black students, and examined elementary age children and elementary teachers to perhaps determine a genesis of this discrepancy. The student’s overall level of behavior problems, characteristics of the classroom (i.e., overall level of disruption), and the teacher’s ethnicity were considered as potential factors that may contribute to the overrepresentation of Black students.

(b) The data for this study came from a sample of 6,988 children enrolled at 21 elementary schools that participated in a randomized trial of School-Wide Positive Behavioral Interventions and Supports (SWPBIS). This trial specifically included data on instances of
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