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Crime and punishment: An examination of school context and student characteristics that predict out-of-school suspension

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  • Cruz, Rebecca A.
  • Rodl, Janelle E.

Abstract

Exclusionary discipline can have long-term adverse effects on both students and schools. The purpose of this study was to investigate student demographic, school context, and school practice factors that are predictors of out-of-school suspension in one school district to determine if there were disparities across demographic groups over time. The sample consisted of archival data from 2010 to 2016 for approximately 56,000 students in 41 schools in a diverse school district in California. This study examined students' suspension risk over time using a multilevel model. Results confirmed that student-level predictors such as gender, race, and grade level were consistent predictors of suspension, and that school context factors such as suspension rate impacted risk. Results indicated that school practices meant to reduce suspensions were not necessarily ameliorative across time for most demographic groups, but some school practices that academically engage students at a young age may be more impactful at reducing suspension risk over time. These results affirm the importance of school-level factors, as well as a combination of practices that seek to change school culture with regard to reducing exclusionary discipline.

Suggested Citation

  • Cruz, Rebecca A. & Rodl, Janelle E., 2018. "Crime and punishment: An examination of school context and student characteristics that predict out-of-school suspension," Children and Youth Services Review, Elsevier, vol. 95(C), pages 226-234.
    • Handle: RePEc:eee:cysrev:v:95:y:2018:i:c:p:226-234
    DOI: 10.1016/j.childyouth.2018.11.007
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    References listed on IDEAS

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    1. Theriot, Matthew T. & Craun, Sarah W. & Dupper, David R., 2010. "Multilevel evaluation of factors predicting school exclusion among middle and high school students," Children and Youth Services Review, Elsevier, vol. 32(1), pages 13-19, January.
    2. Yang, Jessica & Anyon, Yolanda, 2016. "Race and risk behaviors: The mediating role of school bonding," Children and Youth Services Review, Elsevier, vol. 69(C), pages 39-48.
    3. Stephen W. Raudenbush & JDouglas Willms, 1995. "The Estimation of School Effects," Journal of Educational and Behavioral Statistics, , vol. 20(4), pages 307-335, December.
    4. Anyon, Yolanda & Jenson, Jeffrey M. & Altschul, Inna & Farrar, Jordan & McQueen, Jeanette & Greer, Eldridge & Downing, Barbara & Simmons, John, 2014. "The persistent effect of race and the promise of alternatives to suspension in school discipline outcomes," Children and Youth Services Review, Elsevier, vol. 44(C), pages 379-386.
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    Cited by:

    1. Jabbari, Jason & Johnson, Odis, 2020. "Veering off track in U.S. high schools? Redirecting student trajectories by disrupting punishment and math course-taking tracks," Children and Youth Services Review, Elsevier, vol. 109(C).
    2. Charles Crawford & Ronald Burns, 2022. "School Culture, Racial Composition, and Preventing Violence: Evaluating Punitive and Supportive Responses to Improving Safety," Social Sciences, MDPI, vol. 11(7), pages 1-18, June.
    3. Welsh, Richard O., 2023. "Up the down escalator? Examining a decade of school discipline reforms," Children and Youth Services Review, Elsevier, vol. 150(C).

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