Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/90062
Authors: 
Cobb-Clark, Deborah A.
Kassenböhmer, Sonja C.
Le, Trinh
McVicar, Duncan
Zhang, Rong
Year of Publication: 
2013
Series/Report no.: 
IZA Discussion Paper 7794
Abstract: 
Suspension from school is a commonly-used, yet controversial, school disciplinary measure. This paper uses unique survey data to estimate the impact of suspension on the educational outcomes of those suspended. It finds that while suspension is strongly associated with educational outcomes, the relationship is unlikely to be causal, but rather stems from differences in the characteristics of those suspended compared to those not suspended. Moreover, there is no evidence that suspension is associated with larger educational penalties for young people from disadvantaged family backgrounds compared to those from more advantaged family backgrounds. These results hold regardless of whether self-reported suspension or mother-reported suspension is considered. The absence of a negative causal impact of suspension on educational outcomes suggests that suspension may continue to play a role in school discipline without harming the educational prospects of those sanctioned.
Subjects: 
school suspension
school discipline
educational achievement
educational attainment
causal effect
JEL: 
I24
I28
Document Type: 
Working Paper

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