Achievement and Enrollment Status of Suspended Students: Outcomes in a Large, Multicultural School District
Abstract
There have been outcries in both the academic sector and in the popular press about the high and increasingly rising use of suspensions as a discipline measure. Among the negative consequences noted has been a detrimental impact on the academic achievement of suspended students. This article presents the results of longitudinal retrospective analyses on suspensions, achievement, and long-term enrollment status of students in a large, urban school district. The pre- and postsuspension reading achievements of suspended students were compared to those of a comparison group matched on grade, gender, race, participation in the free/reduced lunch program, and limited English proficiency. Findings indicated that suspended students had substantially lower presuspension achievement than did students in the comparison group, gained considerably less academically throughout 3 years with suspensions, and had high drop-out rates. All patterns were considerably more marked with increases in suspensions and with decreases in achievement.
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Negative outcomes of disciplinary exclusion include high rates of dropout from school and involvement with the legal system.
“Negative outcomes of disciplinary exclusion include high rates of dropout from school (Arcia, 2006;Johnston, 1989) and involvement with the legal system (Costenbader & Markson, 1998).”
From Differentiation between school attendance problems: why and how? (2019) · cites this paper as Arcia, 2006
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The School Shooter: A Threat Assessment Perspective
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The Achievement Gap and the Discipline Gap: Two Sides of the Same Coin?
Gregory, A., Skiba, R. J., & Noguera, P. A. (2010) · Educational Researcher · doi:10.3102/0013189x09357621 · Cited by 1,395 · see citing works
Skiba, R. J., Chung, C.-G., Trachok, M., Baker, T. L., Sheya, A., & Hughes, R. L. (2014) · American Educational Research Journal · doi:10.3102/0002831214541670 · Cited by 691 · see citing works
Osher, D., Cantor, P., Berg, J., Steyer, L., & Rose, T. (2020) · Applied Developmental Science · doi:10.1080/10888691.2017.1398650 · Cited by 484 · see citing works
“Even one suspension increases the risk of repeating grades, school dropout, and incarceration and reduces the likelihood of postsecondary success (Arcia, 2006).”
BackgroundDifferentiation between school attendance problems: why and how?
Heyne, D., Gren-Landell, M., Melvin, G., & Gentle-Genitty, C. (2019) · Cognitive and Behavioral Practice · doi:10.1016/j.cbpra.2018.03.006 · Cited by 339 · see citing works
Perry (2014) · doi:10.1177/0003122414556308 · Cited by 254 · see citing works
From the school yard to the squad car: school discipline, truancy, and arrest
Monahan, K. C., VanDerhei, S., Bechtold, J., & Cauffman, E. (2014) · Journal of Youth and Adolescence · doi:10.1007/s10964-014-0103-1 · Cited by 240 · see citing works
Curran, F. C. (2016) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373716652728 · Cited by 140 · see citing works
Exclusion and Urban Public High Schools: Short- and Long-Term Consequences of School Suspensions
Chu, E. M., & Ready, D. D. (2018) · American Journal of Education · doi:10.1086/698454 · Cited by 82 · see citing works
Are rates of school suspension higher in socially disadvantaged neighbourhoods? An Australian study
Hemphill, S. A., Toumbourou, J. W., Smith, R., Kendall, G. E., Rowland, B., Freiberg, K., & Williams, J. W. (2010) · Health Promotion Journal of Australia · doi:10.1071/he10012 · Cited by 69 · see citing works
School climate and the impact of neighborhood crime on test scores
Laurito, A., Lacoe, J., Schwartz, A. E., Sharkey, P., & Ellen, I. G. (2019) · RSF: The Russell Sage Foundation Journal of the Social Sciences · doi:10.7758/rsf.2019.5.2.08 · Cited by 35 · see citing works
A call to dismantle systemic racism in criminal legal systems.
Najdowski, C. J., & Stevenson, M. C. (2022) · Law and Human Behavior · doi:10.1037/lhb0000510 · Cited by 21 · see citing works
“This is a critically important problem because exclusionary school discipline triggers subsequent socio-emotional, cognitive development, and behavioral problems, and is also associated with delinquency and incarceration (Arcia, 2006; Christle et al., 2007; Greenwood et al., 2002; Lee et al., 2011; Shollenberger, 2015…”
BackgroundPositive student-teacher relationships and exclusionary discipline practices
Eddy, C. L., Huang, F. L., Prewett, S. L., Herman, K. C., Hrabal, K. M., de Marchena, S. L., & Reinke, W. M. (2024) · Journal of School Psychology · doi:10.1016/j.jsp.2024.101314 · Cited by 9 · see citing works
- Authors
- Arcia, E.
- Affiliations
- Miami-Dade County Public Schools (US)
- Corresponding author
- Arcia, Emily
- ORCID
- Arcia, Emily
- Venue
- Education and Urban Society
- Publisher
- SAGE Publications
- Published
- 2006-05
- Volume
- 38
- Issue
- 3
- Pages
- 359-369
- ISSN
- 0013-1245 (ISSN-L)
- 1552-3535
- OpenAlex
- W2139179708
- Cited by
- 419
- References
- 4
- Citations by year
- 2026: 7 · 2025: 8 · 2024: 9 · 2023: 13 · 2022: 22 · 2021: 30 · 2020: 103 · 2019: 36 · 2018: 42 · 2017: 21 · 2016: 25 · 2015: 22 · 2014: 26 · 2013: 16 · 2012: 12
- FWCI
- 11.74
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Education and Urban Society (publishedVersion)
- Topics
- Social Sciences › Education › Education Discipline and Inequality
- Social Sciences › Law › Legal Issues in Education
- Social Sciences › Education › School Choice and Performance
- Keywords
- school suspension, academic performance, student discipline, school dropout, reading achievement, urban schools, comparison groups
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