Although out-of-school school suspensions have been correlated with negative school outcomes, they are still a common formal response given to students whose behavior is deemed problematic. Being suspended multiple times within an academic year results in students losing even more instructional time. In this study, we used longitudinal data for students from elementary to high school to examine: (a) demographic characteristics of students who received repeated out-of-school suspensions across six consecutive years, (b) common infractions that resulted in those school suspensions, and (c) the relationship between repeated suspensions and students’ later academic and behavior outcomes. We found that a high number of male and Black students, as well as students with disabilities, received repeated suspensions with minor infractions reported as the most common reasons. Regression analyses revealed a significant and negative relationship between repeated suspensions in the early grades and the number of suspensions students received in secondary school.

尽管校外停学与学校学习成绩差有关，但对于行为被认为有问题的学生，这仍然是常见的形式上的反应。一学年内多次被停学会导致学生损失更多的教学时间。在这项研究中，我们使用了从小学到高中学生的纵向数据，以研究：（a）连续六年连续多次遭到校外停学的学生的人口统计学特征；（b）导致这些学校停学的常见违规行为，以及（c）反复停学与学生以后的学业和行为结果之间的关系。我们发现，大量的男性和黑人学生以及残疾学生，据报道，最常见的原因是屡次被停赛，轻微违规。回归分析显示，早期重复停学与中学学生被停学的数量之间存在显着的负相关关系。