Banning Math Progress: The Academic Impact of California's Suspension Bans

Zarecki, Dominic

doi:10.2139/ssrn.3797279

Cited by 1 publication

(6 citation statements)

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“…Nevertheless, the study provides causal evidence in support of the first suspension reform ( § 16-19-1) to reduce OSS penalties and their corresponding racial-ethnic disparities, thereby enriching the growing literature in this area (e.g., Anderson, 2018;Anderson, Egalite, et al, 2019;Anderson, Ritter, et al, 2019;Zarecki, 2019).…”

Section: Discussionmentioning

confidence: 71%

“…For instance, Anderson (2020) found trivial improvements in test scores among disadvantaged students in response to OSS bans for truancy--a result attributed to limited compliance with the reform. Similarly, Zarecki (2019) found negative growth in math achievement for fourth through seventh grades in the California school districts that failed to comply with suspension bans for willful defiance.…”

Section: The Impact Of School Suspension Reformsmentioning

confidence: 93%

“…In fact, schools with relatively more students of color were less likely to comply with the reform (Anderson, 2018). Using fixed effects analysis, Zarecki (2019) found that in California, staff continued to illegally issue suspensions for willful defiance infractions, despite their training in restorative justice and de-escalation practices. By contrast, Lacoe and Steinberg (2018) and Steinberg and Lacoe (2018) used DD approaches to show that suspension reforms in Philadelphia lowered OSS for nonviolent and classroom disorder infractions, respectively.…”

Section: The Impact Of School Suspension Reformsmentioning

confidence: 99%

“…From 2009 onward, NYC made provisions for suspension alternatives in its disciplinary code, although implementing these alternatives at the school level was discretionary. In California, four school districts banned suspensions for willful defiance between 2013 and 2015 (Zarecki, 2019).…”

Section: Background Literaturementioning

confidence: 99%

“…Thus far, the evidence has been mixed as to whether school suspension reforms lower OSS or mitigate disparate impact induced by OSS (e.g., Anderson, 2018; Anderson, Egalite, et al, 2019; Baker-Smith, 2018; Lacoe & Steinberg, 2018; Steinberg & Lacoe, 2018; Zarecki, 2019). However, these issues have yet to be evaluated in Rhode Island.…”

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confidence: 99%

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Do School Suspension Reforms Work? Evidence From Rhode Island

Craigie

2022

Educational Evaluation and Policy Analysis

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In Rhode Island, out-of-school suspensions were excessively and disproportionately used to penalize low-level infractions. To address this problem, the Rhode Island General Assembly passed legislation, effective May 2012, prohibiting out-of-school suspensions for attendance-specific infractions. Four years later, the Assembly passed additional legislation to curb out-of-school suspensions for disruption-specific infractions. This study examines the impact of these suspension reforms on out-of-school suspension outcomes for treatment infractions and corresponding racial-ethnic disparities. To execute the analyses, the study uses student-level administrative data (AY 2009–2010 to AY 2017–2018) from the Rhode Island Department of Education, along with quasi-experimental estimation. The study finds that only the first reform lowers out-of-school suspension outcomes for attendance-specific infractions and corresponding racial-ethnic disparities.

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Section: Discussionmentioning

confidence: 71%

Section: The Impact Of School Suspension Reformsmentioning

confidence: 93%