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
• Award: Student Threat Assessment as a Safe and Supportive Prevention Strategy

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)