To evaluate the net effects of classroom disciplinary practices, policymakers and educators must understand not only their effects on disciplined students but also their effects on non-disciplined peers. In this study, we estimate the link between peer suspensions and non-suspended students' learning trajectories in a California school district where middle and high school students took up to 12 basic skills tests in mathematics and English Language Arts (ELA) over the course of the 2009-10, 2010-11, and 2011-12 school years. We find that Hispanic students, students eligible for free or reduced-price lunch, English language learners, students enrolled in special education, and low-achieving students are disproportionately exposed to classmate suspensions. Analyses with student and classroom fixed effects show that student achievement in mathematics increases when their classmates receive suspensions, particularly suspensions attributed to disruptive behavior. We find no association between classmate suspension and ELA achievement. Since these results come from schools in which suspensions are relatively rare events, they may not generalize to settings with draconian disciplinary cultures. Nonetheless, our findings imply that suspensions, when used appropriately, can improve the academic achievement of non-suspended students, particularly for students from vulnerable populations.

中文翻译：

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同伴干扰与学习：暂停与非暂停学生的教育成就之间的联系

为了评估课堂纪律做法的净效果，政策制定者和教育者不仅必须了解其对有纪律的学生的影响，而且还应了解其对无纪律的同伴的影响。在这项研究中，我们估算了加州学区的同伴停学与非停学学生的学习轨迹之间的联系，在该学区中高中学生在整个学习过程中参加了12项数学和英语语言艺术（ELA）基本技能测试2009-10、2010-11和2011-12学年。我们发现，西班牙裔学生，有资格享受免费或低价午餐的学生，英语学习者，就读特殊教育的学生以及成绩不佳的学生极度容易遭受同学停课的影响。对学生和教室固定效果的分析表明，当同学的停课，特别是由于破坏性行为引起的停课时，学生在数学上的成就会增加。我们发现同学停学与ELA成绩之间没有关联。由于这些结果来自学校，在这些学校中，停学是比较少见的事件，因此它们可能无法推广到具有严酷学科文化的环境。尽管如此，我们的研究结果表明，适当地使用停学制度，可以提高未停学学生的学业成绩，特别是对弱势群体学生而言。由于这些结果来自学校，在这些学校中，停学是比较少见的事件，因此它们可能无法推广到具有严酷学科文化的环境。尽管如此，我们的研究结果表明，适当地使用停学制度，可以提高未停学学生的学业成绩，特别是对弱势群体学生而言。由于这些结果来自学校，在这些学校中，停学是相对罕见的事件，因此它们可能不会推广到具有严酷学科文化的环境。尽管如此，我们的研究结果表明，适当地使用停学制度，可以提高未停学学生的学业成绩，特别是对弱势群体学生而言。