Incident to the federal Gun Free School Act (1994), all fifty states adopted an array of "zero-tolerance" policies, which include out-of-school suspensions ("OSS"), for various forms of student misconduct. As evidence of adverse consequences mounted, some states, including Rhode Island, limited school districts' use of out-of-school suspensions. In 2012, Rhode Island began prohibiting out-of-school suspensions for "low-level" student infractions and, in 2016, began requiring school district-level reviews of whether out-of-school suspensions raise any long-standing EPC concerns.
In a recent paper, Do School Suspension Reforms Work? Evidence from Rhode Island, Terry-Ann Craigie (Smith College--econ) "exploits student-level administrative data from the Rhode Island Department of Education (AY 2009–2010 to AY 2017–2018), along with a triple-difference (DDD) framework, to measure the impact of each suspension reform on OSS [out-of-school suspension] outcomes for treatment infractions in treatment schools (i.e., schools and within-school grades that used OSS to penalize treatment infractions, ex ante). The study also employs a quadruple-difference (DDDD) model to measure the extent to which racial-ethnic disparities in OSS changed for the treatment groups under each reform."
Results from the study imply that Rhode Island's initial (2012) reform "substantially lowers OSS for attendance-specific infractions in treatment schools." Results on Rhode Island's 2016 reform designed to address distributional concerns, however, are "mixed." The paper's abstract follows.
“In Rhode Island, out-of-school suspensions were excessively and disproportionately used to penalize low-level infractions. To address this problem, the Rhode Island General Assembly passed legislation, effective May 2012, prohibiting out-of-school suspensions for attendance-specific infractions. Four years later, they passed additional legislation to curb out-of-school suspensions for disruption-specific infractions. This study examines the impact of these suspension reforms on out-of-school suspension outcomes for treatment infractions and corresponding racial-ethnic disparities. To execute the analyses, the study uses student-level administrative data (AY 2009–2010 to AY 2017–2018) from the Rhode Island Department of Education, along with quasi-experimental estimation. The study finds that only the first reform lowers out-of-school suspension outcomes for attendance-specific infractions and corresponding racial-ethnic disparities.”
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