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The Relationship of School Climate With Out-of-School Suspensions

NCJ Number
254300
Date Published
November 2018
Length
12 pages
Author(s)
Francis L. Huang; Dewey Cornell
Agencies
NIJ-Sponsored
Publication Type
Research (Applied/Empirical), Report (Study/Research), Report (Grant Sponsored), Program/Project Description
Grant Number(s)
2014-CK-BX-0004
Annotation
This study tested the hypothesis that an authoritative school climate (ASC), characterized by strict but fair discipline and supportive teacher-student relationships, was associated with a lower likelihood of suspensions.
Abstract
The use of out-of-school suspensions, particularly for Black students, is recognized as a serious concern, given the many negative consequences associated with being removed from school. The current study used logistic regression models to analyze cross-sectional, student-report survey data from a statewide sample of 75,081 6th, 7th, and 8th grade students from 310 middle schools. Results indicated that, after controlling for student and school characteristics, higher ASC was associated with a lower likelihood of receiving a suspension. The beneficial association of an ASC did not vary differentially by student race/ethnicity. (publisher abstract modified)
Date Created: July 20, 2021