Student removal became an increasingly utilized form of discipline since the implementation of zero-tolerance policies during the early 1990s. Evaluative studies have consistently found negative relationships between student removal and academic success. Majority of cases regarding student removal are for minor and non-violent offenses and literature in this field suggests that teachers’ biases and cultural misreadings widen racial disparities in school discipline and academic performance. Our study estimates the effects of suspensions, school-related arrests, and expulsions under zero-tolerance by exploiting within-school variation in school mean proficiency rates of Asian, Hispanic, Black, and White racial subgroups over a 3-year period. Our findings reaffirm consistent evidence that exclusionary policies have negative effects on academic outcomes. We also find evidence of differential effects by racial subgroup. The paper concludes with a discussion and policy implications.

自1990年代初实施零容忍政策以来，学生遣散已成为一种越来越广泛的纪律形式。评估研究一直发现学生退学与学业成就之间存在负相关关系。大多数有关学生退学的案件都是针对轻度和非暴力犯罪的，该领域的文献表明，教师的偏见和文化误读扩大了学校纪律和学习成绩方面的种族差距。我们的研究通过利用亚洲，西班牙裔，黑人和白人种族亚组在三年内的学校平均熟练度差异来估计零容忍下的停学，与学校相关的逮捕和开除的影响。我们的发现重申了一致的证据，即排斥政策对学业成绩有负面影响。我们还发现了种族分组对差异影响的证据。本文以讨论和政策含义作为结尾。