An examination of factors associated with student exclusions in Massachusetts school districts

Media coverage of events such as the Columbine massacre created an image of schools as dangerous places and brought with it public demand for schools to do more to protect their students. The accountability standards set by the No Child Left Behind Act of 2002 have forced schools to pay more attention to the academic success of their students by implementing rigorous student and teacher testing guidelines. Given the links between student exclusions and a host of negative consequences such as academic disengagement, the development of delinquent associations, early contact with law enforcement agents, infringement on student rights and tense teacher-student relationships and disproportionate minority representation in exclusions it is important to gain deeper understanding of the processes involved in disciplining students. This study contributes to the understanding of how punishment is administered in the sate of Massachusetts by presenting a historical analysis of the development of school disciplinary policies in Massachusetts and examining the nature of student exclusions in Massachusetts school districts as well as examining current disciplinary policies and how these policies and factors such as school district location, population characteristics and socioeconomic status are associated with rates of student exclusions.