Exclusionary discipline in U.S. public schools: A comparative examination of use in Pre-Kindergarten and K-12 grades

Out-of-school suspensions in U.S. public schools: relations with chronic teacher absenteeism

“…That the relation of teacher absenteeism to disparities in the use of OSS was found for Black but not Hispanic students is an important finding that needs additional research and explication. Such a finding is consistent with other research that has found greater disparities in the use of OSS with Black but not necessarily Hispanic students (Fabes et al, 2021c). Moreover, such a finding suggests that racial/ethnic disparities are not uniform and that there are structural and historical issues that contribute to the nonuniformity of disparities in the use of OSS with different groups of students.…”

“…For instance, one study of statewide school suspension rates found that 10% of the schools were responsible for 50% of the suspensions (Skiba and Rausch, 2006). In a different study (Fabes et al, 2021c), schools in the top 20th percentile in the United States in rates of using OSS accounted for almost 75% of all days missed due to suspensions. Moreover, it also has been found that 25% of teachers were responsible for 66% of office discipline referrals, often a precursor to OSS (Skiba et al, 1997).…”

A Systematic Review of Early Childhood Exclusionary Discipline

“…In order to properly compute disproportionality, researchers need to know the demographic characteristics of all enrolled children in the ECCE programs of interest. This is why most accounts of disproportionality draw on the federally reported data from public prekindergarten programs collected by the Office of Civil Rights (e.g., Fabes et al, 2020). By comparison, the disproportionality in school discipline among K–12 students has been well documented for decades (e.g., Skiba et al, 1997) due to federally mandated reporting of complete student demographic data for enrollment and disciplinary actions.…”

“…Half a decade later, unfortunately, this trend still holds. In the 2017–2018 school year, Black boys make up 18% of the male preschool enrollment, but 41% of male preschool suspensions, and Black girls make up 19% of female preschool enrollment but accounted for over 50% of female suspensions (Fabes et al, 2020).…”

Instructing the neoliberal student on the conduct of school: A case study of a schoolwide positive behavior system in kindergarten

“…While studies by Benner et al (2012) and Bradshaw et al (2010) have found that such programs can decrease negative outcomes for students, recent data demonstrate that the expulsion and suspension rates in the early childhood years (Gilliam, 2005), which often have long term negative educational and life outcomes, occur at a higher level than in the upper elementary and secondary school years (Gilliam and Shahar, 2006; Lamont et al, 2013; United States Department of Education, 2014). Furthermore, these suspensions and expulsions are occurring more frequently to children of color than their White peers (Fabes et al, 2021; Gilliam, 2005; Riddle and Sinclair, 2019). Yet, these PBIS systems continue to be implemented because, as Hawkins (2010) noted, school personnel see them as the “first line of defense [in] addressing existing problems and preventing future problems” while attending to “the problems of several students without developing individualized plans or expending resources that are not typically available” (p. 513).…”