Do School Discipline Policies Treat Students Fairly? A Second Look At School Discipline Rate Disparities

Abstract

According to a 2014 report from the US Department of Education’s Office for Civil Rights, Black students represent only 15% of students across the nation, but 35% of students suspended once are Black, 44% of students suspended more than once are Black, and 36% of expelled students are Black. While these disparate disciplinary outcomes at the aggregate level are troubling, more information is needed if we are to develop a full understanding of the problem of disproportionate discipline. In particular, consequences should be attached to specific infractions and school level data are necessary to help us decipher the extent to which students in the same schools are being treated differently for the same ostensible infractions. In this study, we exploit three years of student-level discipline data from Arkansas and find that Black students received more severe punishments than White students for the same infractions across the state. These differences were due, in large part, to school-level differences in disciplinary patterns. However, even after controlling for infraction and school-fixed effects, Black students received slightly longer punishments than their White peers in the same schools.