Banning Math Progress: The Academic Impact of California's Suspension Bans

39 Pages Posted: 2 Nov 2018 Last revised: 10 May 2019

Date Written: May 7, 2019

Abstract

A growing number of states and school districts have banned suspensions for all but the most serious offenses. While the literature generally expects bans to improve academics, this paper complements and extends new studies that find unintentional negative consequences from discipline reform. We exploit the exogenous introduction of bans to the California policy landscape (2013-2015) to compare growth before (2007-2013) and after (2016-2018) this ban-uptake period. We find a negative but sometimes non-significant impact on reading growth in grades four through eight as well as a consistently significant, negative impact on math growth (-0.09 standard deviations) in grades four through seven. The impact occurred each of the three years after districts adopted bans. Cumulatively, the impact was equivalent to a decline from 50th percentile before a ban to the 39th percentile three years later.

Keywords: Classroom Management, Policy Evaluation, Elementary Schools, Middle Schools, Math Instruction

Suggested Citation

Zarecki, Dominic, Banning Math Progress: The Academic Impact of California's Suspension Bans (May 7, 2019). Available at SSRN: https://ssrn.com/abstract=3251581 or http://dx.doi.org/10.2139/ssrn.3251581

Dominic Zarecki (Contact Author)

Boston University ( email )

United States

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