Black and poor students are suspended from U.S. schools at higher rates than White and nonpoor students. While the existence of these disparities has been clear, the causes of the disparities have not. This study found Black and poor students are, in fact, punished more harshly than the students with whom they fight.
Barrett, N., McEachin, A., Mills, J. N., & Valant, J. (2021). Disparities and discrimination in student discipline by race and family income. Journal of Human Resources, 56(3), 711-748.
A collaboration between South County SELPA, the Equity, Disproportionality & Design Project, and the National Center for Urban School Transformation (NCUST), featuring teachers and school leaders from award-winning schools. In this five session series, NCUST Executive Coaches Cara Riggs, Dr. Rupi Boyd, and Dr. Joseph Johnson will teach about five important practices successful schools have used to elevate learning to new levels for all students.
Equity, Disproportionality & Design, (2021).
Greater proportions of ethnoracially matched teachers decreases the likelihood of suspension for Black, Latinx, and Asian American students. The magnitudes of these effects are small but suggest that diversifying the teacher workforce could lead to significant decreases in exclusionary discipline in urban districts.
Shirrell, M., Bristol, T.J., & Britton, T.A. "The Effects of Student-Teacher Ethnoracial Matching on Exclusionary Discipline for Asian American, Black, and Latinx Students: Evidence From New York City." EdWorkingPaper, 21-475, (2021).
