Background: Exclusionary discipline (e.g. suspension and expulsion) is associated with lower student achievement, drop-out, and involvement in the juvenile justice system. Recently, states and school districts have begun to restrict exclusionary discipline, but there remains much to be learned about the potential impact on students. Research Design: I use a comparative interrupted time series to estimate whether a state policy prohibiting out-of-school suspension as a consequence for truancy affected student achievement, attendance, truancy, or disciplinary referrals. Findings: After testing a variety of specifications checks, I find evidence of slight increases in attendance, particularly for disadvantaged students, with suggestive evidence of improvements in test scores and reductions in disciplinary referrals for some students. Conclusions: These improvements were quite modest relative to what we might expect from an intuitively appealing policy and were likely influenced by incomplete compliance, particularly in areas serving more students from traditionally disadvantaged backgrounds. Implications for policy design and school leadership are discussed.

中文翻译：

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减少停学政策的学业、出勤和行为结果：学校领导和政策制定者的经验教训

背景：排他性纪律（例如停学和开除）与较低的学生成绩、辍学和参与少年司法系统有关。最近，各州和学区开始限制排他性纪律，但关于对学生的潜在影响还有很多需要了解。研究设计：我使用比较中断的时间序列来估计禁止因旷课而导致的校外停学的州政策是否会影响学生的成绩、出勤、旷课或纪律处分。调查结果：在测试了各种规格检查后，我发现出勤率略有增加的证据，特别是对于弱势学生，并有暗示性证据表明某些学生的考试分数有所提高，而纪律处分减少。结论：相对于我们对直觉上有吸引力的政策的预期，这些改进相当有限，并且可能受到不完全遵守的影响，特别是在为更多来自传统弱势背景的学生提供服务的领域。讨论了对政策设计和学校领导的影响。