Discipline Reform and Educational Outcomes: An Analysis of Illinois Senate Bill 100

Abstract

We examine the impact of an Illinois disciplinary reform policy implemented in 2016, which reduced the use of out-of-school suspensions, on high school graduation rates. Applying a difference-indifferences approach using districts with historically high suspension rates as the treated group, we find an increase in graduation rates. We also find increases in the truancy rate and decreases in teacher retention, suggesting that important tradeoffs are present.

Keywords: education policy, graduation rate, suspension, truancy rate, teacher turnover