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Cited by 174Education Discipline and InequalityCrime Patterns and InterventionsCriminal Justice and Corrections Analysis

Educational and Criminal Justice Outcomes 12 Years After School Suspension

Open access
Rosenbaum, Janet·2020·Youth & Society
DOI 10.1177/0044118x17752208PMC PMC7288849
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Abstract

A third of U.S. students are suspended over a K-12 school career. Suspended youth have worse adult outcomes than nonsuspended students, but these outcomes could be due to selection bias: that is, suspended youth may have had worse outcomes even without suspension. This study compares the educational and criminal justice outcomes of 480 youth suspended for the first time with those of 1,193 matched nonsuspended youth from a nationally representative sample. Prior to suspension, the suspended and nonsuspended youth did not differ on 60 pre-suspension variables including students’ self-reported delinquency and risk behaviors, parents’ reports of socioeconomic status, and administrators’ reports of school disciplinary policies. Twelve years after suspension (ages 25-32), suspended youth were less likely than matched nonsuspended youth to have earned bachelor’s degrees or high school diplomas, and were more likely to have been arrested and on probation, suggesting that suspension rather than selection bias explains negative outcomes.

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Registry

Crossref · 10.1177/0044118x17752208

Cites

56 of 56 references verified0 citation errors · 0 not checkable

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  • Because outcomes are worse for Black students with a suspension history, the current findings suggest some promise for restorative practices in dismantling the school-to-prison pipeline.

    “Given outcomes are worse for Black students with a history of suspension relative to suspended students from other racial/ethnic groups (e.g., Rosenbaum, 2020), the current study’s findings also indicate some promise for RP to aid in dismantling the school-to-prison pipeline.”

    From The Impact of Restorative Practices on the Use of Out-of-School Suspensions: Results from a Cluster Randomized Controlled Trial (2023) · cites this paper as Rosenbaum, 2020

    The Discussion says Black youth “seem to have worse outcomes from school suspension,” supporting the cited premise in broad terms. The Results compare suspended Black youth with similar non-suspended Black youth, not directly with suspended students from other racial or ethnic groups. The citing sentence states that cross-group comparison more definitively than the paper does; its claim about restorative practices is the citing authors’ own conclusion. (LLM, conf=0.82)

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  • Prior suspensions may damage trust and respect between students and teachers and can trigger a cycle of misconduct and further suspensions.

    “Prior suspensions may lead to a breakdown of trust and respect for the teacher and can trigger a vicious cycle of misconduct and suspensions (Okonofua et al., 2016; Rosenbaum, 2020).”

    From The Impact of Restorative Practices on the Use of Out-of-School Suspensions: Results from a Cluster Randomized Controlled Trial (2023) · cites this paper as Rosenbaum, 2020

    The Hypotheses and Discussion sections say suspension may lead to school disengagement and further deviance, supporting the misconduct part of the proposed cycle. They do not describe a breakdown of trust or respect between students and teachers, or establish that the further deviance leads to further suspensions. Page numbers are unavailable in our copy. (LLM, conf=0.83)

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Cites

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Research works printed but not linked: 4

  1. Bitner RK (2015). Exiled from Education: Plyler V. Doe’s Impact on the Constitutionality of Long-Term Suspensions and Expulsions. Virginia Law Review, 101(3), 763– 805. Retrieved from: http://www.virginialawreview.org/sites/virginialawreview.org/files/Bitner_Book.pdf
  2. Martinez S (2009). A System Gone Berserk: How Are Zero-Tolerance Policies Really Affecting Schools? Preventing School Failure, 53(3), 153– 8. DOI: 10.1111/j.1540-6237.2009.00674.x · DOI
  3. Michie Gregory. (2001), “ Ground Zero” In: William Ayers, Bernadine Dohen, and Rick Ayers (Eds.) Zero Tolerance: Resisting the Drive for Punishment in our Schools, New York: New Press.
  4. Shollenberger TL (2015). Racial Disparities in school suspension and subsequent outcomes: Evidence from the National Longitudinal Study of Youth, In: Losen DJ [Ed.] Closing the School Discipline Gap: Equitable Remedies for Excessive Exclusion (pp. 31– 43). New York, NY: Teachers College Press.

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Authors
Rosenbaum, J.
Affiliations
SUNY Downstate Health Sciences University (US)
Corresponding author
Rosenbaum, Janet
ORCID
Rosenbaum, Janet
Venue
Youth & Society
Publisher
SAGE Publications
Published
2018-01-17
Volume
52
Issue
4
Pages
515-547
ISSN
  • 0044-118X (ISSN-L)
  • 1552-8499
DOI
10.1177/0044118x17752208
PMC
PMC7288849
OpenAlex
W2782891860
Cited by
174
References
56
Citations by year
2026: 14 · 2025: 24 · 2024: 13 · 2023: 19 · 2022: 20 · 2021: 23 · 2020: 48 · 2019: 10 · 2018: 3
FWCI
68.24
Type
journal article
Language
en
Open access
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
  • Youth & Society (publishedVersion)
  • PubMed (publishedVersion)
  • PubMed Central (acceptedVersion)
  • SUNY Digital Repository Support (State University of New York System) (submittedVersion, cc-by-nc-nd)
Funders
Eunice Kennedy Shriver National Institute of Child Health and Human Development (R24HD041041, P01HD031921)
Topics
  • Social Sciences › Education › Education Discipline and Inequality
  • Social Sciences › Sociology and Political Science › Crime Patterns and Interventions
  • Social Sciences › Sociology and Political Science › Criminal Justice and Corrections Analysis
Keywords
school suspension, educational outcomes, criminal justice outcomes, selection bias, juvenile delinquency, arrests, probation, high school graduation, bachelor's degree attainment, student discipline, long-term outcomes

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