Students with disabilities are entitled by law to receive special education, which includes individualized supports and services, including behavioral supports if needed, to help them succeed in school. So it is especially disturbing that nationally, in 2011-12, their out-of-school suspension rate for grades K-12 was more than twice as high as their nondisabled peers. They are also more likely than their non-disabled peers to be suspended repeatedly.2 Furthermore, in 2011-12, across K – 12, the rates were much higher for students with disabilities who were Black and male, with one out of every five having been suspended at least once.   The data from different school levels (elementary, middle, and high) reveal even deeper disparities. For students with disabilities, the risk for suspension at the elementary school level is 4.1%. This rises to 19.3% at the secondary level.3 While students with disabilities are about twice as likely as their nondisabled peers to be suspended at each level, the 2 percentage point gap at the elementary level increases fivefold at the secondary level to a 10 percentage point gap. When we look at the intersection of race, disability, and gender at the secondary level, we find that 24% of Black secondary students, 31% of Black secondary school students with disabilities, and 36% of Black secondary school males with disabilities were suspended from school in 2009-2010.   It is worth noting that these national averages mask even more extreme situations. For example, using U.S. Department of Education data for the 2009-2010 academic year, of the 1,136 U.S. school districts that have at least 50 Black males with disabilities, 211 had suspension rates for Black males with disabilities at the secondary level of over 50%. These are averages for large districts, which means there are individual schools in each of these high-suspending districts with even higher suspension rates.

This report describes the most current state and district suspension rates, and covers both trends and racial disparities in the use of suspension in California. A spreadsheet accompanying this report enables any reader to find their own district’s most recent disaggregated data, as well as three- year trends for out-of-school suspensions, all of which can be compared to other districts in California. We hope that policymakers in the state and across the nation will take note of the state- and district-level progress, and of the large disparities indicating that a great deal more effort is warranted.

This report, along with the companion spreadsheet, provides the first comprehensive description ever compiled of charter school discipline. In 2011-12, every one of the nation’s 95,000 public schools was required to report its school discipline data, including charter schools. This analysis, which includes more than 5,250 charter schools, focuses on out-of-school suspension rates at the elementary and secondary levels. The report describes the extent to which suspensions meted out by charter schools for each major racial group and for students with disabilities are excessive or disparate.

During the 2011-12 school year, nearly 3.5 million public school students were suspended out-of-school at least once. This report examines data on out-of-school suspension rates in every school district in the country and also examines on data on out-of-school suspension rates at the state and national levels. It documents disparities in the use of out-of-school suspension experienced by students with disabilities, and those from historically disadvantaged racial, ethnic, and gender subgroups. At the district level, on average more than one in every ten elementary students and at least one out of every four secondary students enrolled were suspended in 2011-12. Nationally, suspension rates are three to four times higher at the secondary level than at the elementary level. An examination of the racial and gender disparities among secondary students with disabilities shows that males, and most often Black males (33.8%), have the highest risk for suspension, followed by Latino males (23.2%). Also important to note is that Black females with disabilities are suspended at higher rates than White males with disabilities—22.5% and 16.2%, respectively. These disparities extend beyond the vast loss of instruction time experienced by students who are suspended. A school or school district’s excessive use of exclusionary discipline raises alarms because of the negative impact high suspension rates have on graduation rates, the learning environment, and rates of juvenile crime and delinquency in the larger community. Suggestions for remedies are also detailed.