From the Washington Post, this report about the impact of reducing suspensions on the educational outcomes of young black men:
We have long known that excessive use of suspension and expulsion results in higher rates of school absence, academic failure and, eventually, quitting school altogether. Evidence also points to suspensions leading to higher incidence of arrests and juvenile detention. Once the commitment was made to address disruptive behavior in school, suspensions in the district were cut in half.
Consider: In the 2003-04 school year, fewer than one out of two black male students graduated. Baltimore schools handed out nearly 26,000 suspensions to a student body of just over 88,000 kids. Two-thirds were to boys and, reflecting the city’s population, nearly all were to black students.
Fast forward to the 2009-10 school year: Two out of three black male students graduated, while the District handed out fewer than 10,000 suspensions. Importantly, far fewer were longer than five days. You would be hard pressed to find other urban districts with that kind of progress.
Research has shown that out-of-school suspensions hurt academic progress; are a major factor in students’ dropping out; and because they don’t teach new behaviors, fail to improve school climates. These findings don’t mean that schools should ignore bad behavior. And dangerous behavior by students shouldn’t be tolerated. But the data show that most incidents do not fall into that “dangerous” category and that alternatives such as in-school suspension and mediation are much more effective.
Keeping more young people in school means more time for learning. When more learning happens, more students graduate. Black males are no exception to this simple fact.
