The study examined the impact of child protective services (CPS) contact on out-of-school suspensions for 49,918 Wisconsin students (followed from ages 5–6 to 14–15; [school years 2010–2019; 74% White; 7% Black; 11% Hispanic; 8% other; 49% female]). A quasi-experimental design comparing recent CPS contact to upcoming (future) CPS contact shows that both recent CPS contact without foster care and future CPS contact predict higher odds of suspension compared with no contact. Higher odds of suspension emerged prior to CPS contact and did not substantially increase during or after CPS contact, suggesting that system-induced stress is not a primary driver of behavioral problems leading to suspension. Foster care reduced the odds of suspension among White children and children in special education.

中文翻译：

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儿童保护服务的参与和学校排他性纪律


该研究调查了儿童保护服务 (CPS) 联系对 49,918 名威斯康星州学生（年龄从 5-6 岁到 14-15 岁）的校外停学的影响；[2010-2019 学年；74% 白人；7% 黑人; 11% 西班牙裔；8% 其他；49% 女性])。一项准实验设计将最近的 CPS 接触与即将（未来）的 CPS 接触进行比较，结果表明，与没有接触相比，最近没有寄养的 CPS 接触和未来的 CPS 接触都预示着更高的停学几率。在 CPS 接触之前出现较高的停学几率，并且在 CPS 接触期间或之后并没有显着增加，这表明系统引起的压力并不是导致停学的行为问题的主要驱动因素。寄养减少了白人儿童和接受特殊教育的儿童停学的可能性。