A preliminary assessment of the effectiveness of states’ non-suspension and non-expulsion policies

Abstract

The continual use of suspension and expulsion remains an unsettling concern for many educational stakeholders. With some guidance from the federal government, states have begun to address the issue of discipline disproportionality through policy reform that restrict the use of suspension and expulsion for certain student groups (e.g., Pre-Kindergarten through 2nd grade) and particular behaviors (e.g., dress code, tardiness, willful disobedience). This study is novel as it extends the research base by providing a preliminary assessment of restrictive discipline policies, or non-suspension and non-expulsion policies. Findings from this study found that 0 states had non-in-school-suspension policies, 20 states had non-OSS policies, and 18 states had non-expulsion policies. Further, descriptive statistics demonstrated that White, Hispanic, and Black students saw increases in academic achievement after non-out-of-school-suspension and non-expulsion policies were implemented with Black students experiencing lower rates of OSS but higher expulsions and Hispanic students experiencing both higher rates of OSS and expulsions compared to White students. Implications for policy, research, and practice are discussed.

Keywords:

• Academic
• Exclusionary practices
• Policy

Additional information

Notes on contributors

Ambra L. Green

Ambra L. Green, Ph.D., is an Associate Professor of Special Education in the Department of Curriculum and Instruction within the College of Education at The University of Texas at Arlington. Her research focuses on diverse learners with and at-risk for disabilities, disproportionality within marginalized populations, multi-tiered systems of support, and educational policy to mitigate systemic disparities.

Amanda A. Olsen

Amanda A. Olsen, Ph.D., is an Assistant Professor of Measurement and Statistics in the Department of Curriculum and Instruction within the College of Education at the University of Texas at Arlington. Her research uses applied quantitative methodologies to explore substantive topics including equity, school climate, and policy.

Mara E. Power

Mara E. Power, M.A., is a special education doctoral fellow in the department of Education Psychology within the Neag School of Education at the University of Connecticut. Her research focuses on multi-tiered systems of support to decrease disproportionality and increase positive academic and behavioral outcomes, as well as critically examining how pre-service teachers are prepared to implement evidence-based best practices within a multi-tiered framework with fidelity and equity.

Vandana Nandakumar

Vandana Nandakumar, Ph.D., recently graduated with a doctorate in Educational Leadership and Policy Studies from the University of Texas at Arlington. Currently she works as a Senior Research Associate for a Head Start grant with the College of Education at the University of Texas at Arlington. Her research focuses on international students’ academic and social adjustment, mental health, academic advising, and issues as it relates to persistence and retention at the graduate level.