SCHOOL DISCIPLINE: A SOURCE OR SALVE FOR THE RACIAL ACHIEVEMENT GAP?*
Abstract
Racial disparities in school discipline are believed to contribute to the persistent achievement gap between black and white students. In this article, I estimate the relationship between school discipline and achievement within a structural model, taking into account the spillover effects of disruptive behavior. I find that discipline has an overall positive influence on student performance and that the racial gap in discipline stemming from cross‐school variation in discipline policies is consistent with achievement maximization. Integrating schools can close both the discipline and achievement gaps; however, overall achievement is reduced since schools are less able to target their discipline policies.
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Students in schools with peers who frequently misbehave see declines in academic performance.
“peers frequently misbehave see declines in academic performance (Deming, 2011; Imberman et al., 2012; Kinsler, 2013).”
From Fostering Belonging, Transforming Schools: The Impact of Restorative Practices (2023) · cites this paper as Kinsler, 2013
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References 34 · Cited by 80
- Authors
- Kinsler, J.
- Affiliations
- University of Rochester (US)
- Corresponding author
- Kinsler, Josh
- Venue
- International Economic Review
- Publisher
- Wiley
- Published
- 2013-01-23
- Volume
- 54
- Issue
- 1
- Pages
- 355-383
- ISSN
- 0020-6598 (ISSN-L)
- 1468-2354
- OpenAlex
- W1599585623
- Cited by
- 80
- References
- 34
- Citations by year
- 2026: 1 · 2025: 4 · 2024: 8 · 2023: 8 · 2022: 9 · 2021: 4 · 2020: 5 · 2019: 10 · 2018: 10 · 2017: 5 · 2016: 1 · 2015: 5 · 2014: 8 · 2013: 1
- FWCI
- 24.20
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- International Economic Review (publishedVersion)
- Topics
- Social Sciences › Education › Education Discipline and Inequality
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Keywords
- student discipline, racial achievement gap, Black-White achievement gap, student performance, disruptive behavior, spillover effects, school integration, school discipline policy, structural model
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