Persistently Disciplined: Evidence of Out-of-School Suspension Disparities in South Carolina

The existing literature on school discipline suggests an overrepresentation of Black students experiencing exclusionary discipline. This overrepresentation has also been associated with lower educational attainment and, consequently, poor schooling outcomes. Using a critical race theory approach, this study examines the extent to which race predicts students’ likelihood of experiencing multiple instances of Out of School Suspension (OSS) in South Carolina. The current analysis utilized cross-sectional data from the Civil Rights Data Collection from the U.S. Department of Education. Hierarchical linear modeling confirms that Black racial identities are associated with increased likelihood of experiencing multiple instances of OSS. Using a critical race theory approach allowed us to consider these disparities within the historical, social, and political context of South Carolina. Moreover, our findings suggest that the disproportionality in school discipline data points to a manifestation of racism in South Carolina schools. We highlight the need for teachers and school leaders to be adequately trained in culturally responsive teaching and leadership practices to better address these disparities.