Working Paper: NBER ID: w26257
Authors: Andrew Bacher-Hicks; Stephen B. Billings; David J. Deming
Abstract: Schools face important policy tradeoffs in monitoring and managing student behavior. Strict discipline policies may stigmatize suspended students and expose them to the criminal justice system at a young age. On the other hand, strict discipline acts as a deterrent and limits harmful spillovers of misbehavior onto other students. This paper estimates the net impact of school discipline on student achievement, educational attainment and adult criminal activity. Using exogenous variation in school assignment caused by a large and sudden boundary change and a supplementary design based on principal switches, we show that schools with higher suspension rates have substantial negative long-run impacts. Students assigned to a school that has a one standard deviation higher suspension rate are 15 to 20 percent more likely to be arrested and incarcerated as adults. We also find negative impacts on educational attainment. The negative impacts of attending a high suspension school are largest for males and minorities.
Keywords: school discipline; suspensions; adult crime; educational attainment
JEL Codes: I24
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| suspension rates (J63) | likelihood of being arrested (K40) |
| suspension rates (J63) | likelihood of being incarcerated (K14) |
| suspension rates (J63) | dropout rate (I21) |
| suspension rates (J63) | likelihood of attending a four-year college (I23) |
| conditional suspension rates (E43) | likelihood of ever being arrested (K40) |
| conditional suspension rates (E43) | likelihood of ever being incarcerated (K14) |