Abstract The majority of the research on school suspension practices has focused on individual student-level factors and their relationship to school suspension practices. A substantial number of studies have examined race and/or disability status as predictors of suspension (Camacho & Krezmien, 2018; Krezmien, Travers, & Camacho, 2017; Sullivan, Klingbeil, & Van Norman, 2013; Vincent, Sprague, & Tobin, 2012; Wright, Morgan, Coyne, Beaver, & Barnes, 2014). They have consistently found that African American students and students with disabilities are more likely to be suspended from school compared to White students and students without disabilities. Fewer studies have focused on school-level factors that are associated with disproportionate suspension practices. These studies have found that secondary schools suspend more students than elementary schools (Butler, Lewis, Moore, & Scott, 2012; Camacho & Krezmien, 2018). Schools with lower academic achievement (Camacho & Krezmien, 2018; Skiba et al., 2014), higher retention rates (Christle, Nelson, & Jolivette, 2004), and more highly qualified teachers (Camacho & Krezmien, 2018; Losen, Simmons, Staudinger-Poloni, Rausch, & Skiba, 2003) had lower suspension rates. Schools with higher percentages of Black students (Skiba et al., 2014), higher dropout rates (Christle et al., 2004), and higher mobility rates (Camacho & Krezmien, 2018; Hemphill, Plenty, Herrenkohl, Toumbourou, & Catalano, 2014) placed students at higher risk for suspension. Despite these consistent findings, there has been relatively little research examining school discipline policies (Fenning et al., 2008) and the relationship between school discipline policies and discipline outcomes.

中文翻译：

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全州对学校纪律政策和停学做法的分析

摘要大多数关于学校停学实践的研究都集中在单个学生水平的因素及其与学校停学实践的关系上。大量研究检查了种族和/或残疾状况作为悬架的预测指标（Camacho＆Krezmien，2018; Krezmien，Travers，＆Camacho，2017; Sullivan，Klingbeil，＆Van Norman，2013; Vincent，Sprague，＆Tobin， 2012；赖特，摩根，科恩，海狸和巴恩斯，2014年）。他们一直发现，与白人学生和非残疾学生相比，非洲裔美国学生和残疾学生更有可能被停学。较少的研究集中在与不成比例的停学做法相关的学校水平因素上。这些研究发现，与小学相比，中学的停学人数更多（Butler，Lewis，Moore和Scott，2012年; Camacho和Krezmien，2018年）。学业成绩较低的学校（Camacho＆Krezmien，2018; Skiba et al。，2014），保留率较高（Christle，Nelson，＆Jolivette，2004），高素质的教师（Camacho＆Krezmien，2018; Losen，Simmons， Staudinger-Poloni，Rausch和Skiba，2003年）的停学率较低。黑人学生比例较高的学校（Skiba等，2014），辍学率较高（Christle等，2004），流动率较高（Camacho＆Krezmien，2018; Hemphill，Plenty，Herrenkohl，Toumbourou和Catalano， 2014年）使学生面临更高的停学风险。尽管有这些一致的发现，