Exclusion and Urban Public High Schools: Short- and Long-Term Consequences of School Suspensions

Chu, Elizabeth M.; Ready, Douglas D.

doi:10.1086/698454

Cited by 82Education Discipline and InequalitySchool Choice and PerformanceCriminal Justice and Corrections Analysis

Exclusion and Urban Public High Schools: Short- and Long-Term Consequences of School Suspensions

Chu, Elizabeth M., Ready, Douglas D.·2018·American Journal of Education

DOI 10.1086/698454

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Abstract

Critics of school disciplinary policies have long noted that African American, male, low-achieving, and special education students experience higher rates of school suspensions and expulsions. However, research that seeks to estimate the effects of suspensions on student outcomes rarely accounts for the preexisting differences that distinguish students who are and are not suspended. Using quasi-experimental methods and longitudinal data from New York City, we estimated the associations between suspension and academic outcomes and found that, even with more sophisticated methods, the negative relationships between suspension and outcomes persist. Specifically, we found that suspended students had weaker attendance, course completion rates, and standardized test scores; were more likely to drop out; and were less likely to graduate within 4, 5, or 6 years.

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Early exclusion has been associated with diminished educational attainment.
“Academically, early exclusion has been associated with diminished educational attainment.”
From School‐Based Interventions for Reducing Disciplinary School Exclusion. An Updated Systematic Review (2025) · cites this paper as Chu and Ready 2018

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Authors: Chu, E. M., & Ready, D. D.
Affiliations: Columbia University (US)
ORCID: Ready, Douglas D.
Venue: American Journal of Education
Publisher: University of Chicago Press
Published: 2018-08
Volume: 124
Issue: 4
Pages: 479-509
ISSN: 0195-6744 (ISSN-L)
1549-6511
DOI: 10.1086/698454
OpenAlex: W2810432079
Cited by: 82
References: 59
Citations by year: 2026: 9 · 2025: 9 · 2024: 7 · 2023: 11 · 2022: 24 · 2021: 8 · 2020: 7 · 2019: 4 · 2018: 3
FWCI: 17.84
Type: journal article
Language: en
Open access: closed
Locations: American Journal of Education (publishedVersion)
Topics: Social Sciences › Education › Education Discipline and Inequality
Social Sciences › Education › School Choice and Performance
Social Sciences › Sociology and Political Science › Criminal Justice and Corrections Analysis
Keywords: school suspension, student discipline, urban public high schools, school exclusion, educational outcomes, student attendance, course completion, standardized test scores, high school dropout, graduation rates, African American students, low-achieving students, special education students, New York City public schools

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Exclusion and Urban Public High Schools: Short- and Long-Term Consequences of School Suspensions

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