Discipline Reform: The Impact of a Statewide Ban on Suspensions for Truancy |
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| Authors: | Kaitlin P Anderson Anna J Egalite Jonathan N Mills |
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| Institution: | 1. Department of Educational Administration, College of Education, Michigan State University;2. Department of Educational Leadership, Policy, and Human Development, College of Education, North Carolina State University;3. Department of Education Reform, College of Education and Health Professions, University of Arkansas |
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| Abstract: | Chronic absenteeism and truancy have been linked to a variety of undesirable outcomes for students including increased risk of dropout, lower test scores, lower educational and social engagement, juvenile delinquency, and substance abuse. One controversial response to truancy is the use of exclusionary discipline, such as out-of-school suspensions (OSS). Out of concern that such a practice is counter-intuitive and likely not effective at improving student engagement or academic outcomes, some states have recently banned this practice altogether. This analysis uses Arkansas as a case study to estimate the impact of a state-level ban on the use of OSS for truancy on attendance—an important measure related to student engagement and opportunity to learn. Using an eight-year panel of student-level data in a difference-in-differences framework, we find no evidence of improvement in attendance for truant students. Implications for policy design, implementation, and evaluation are discussed. |
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