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Ending Early Grade Suspensions

We investigate the beginning of the school discipline pipeline using a reform in Charlotte-Mecklenburg Schools that limited the use of out-of- school suspension for students in grades K–2. We find that the reform reduced the likelihood of out-of-school suspension by 1.4 percentage points (56%) and had precise null effects on test scores and disciplinary infractions. This leads us to reject a key argument in favor of early-grade suspensions: namely, that early-grade suspensions improve classroom- level outcomes. For high-risk students, we find short-run increases in test scores that persist into third grade. The reform reduced the Black- white out-of-school suspension gap by 79%.

Keywords
K-12 Education; School Discipline
Education level
Document Object Identifier (DOI)
10.26300/qprq-vh05

EdWorkingPaper suggested citation:

Karger, Ezra, and Sarah Komisarow. (). Ending Early Grade Suspensions. (EdWorkingPaper: 24-950). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/qprq-vh05

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