School Suspension and Inequality: A Cross-State Analysis of Disciplinary Policy and Student Outcomes
Date of Award
5-2026
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Educational Leadership P-12
Committee Chair/Advisor
Dr. Hans Klar
Committee Member
Dr. Darris Means
Committee Member
Dr. Phillip Grant
Committee Member
Dr. Noelle Paufler
Committee Member
Dr. Ying Feng
Abstract
This study examines how school-level factors predict student referrals and their effects on students’ academic outcomes in South Carolina and California. This is a quantitative study using secondary data from the Office of Civil Rights (OCR) and multiple advanced regression models, along with Bronfenbrenner's Ecological Systems Theory. The study uses generalized regression, random forest algorithm, correlation analysis, and Structural Equation Modeling (SEM) to assess the study goals. Results suggest that school-level factors, such as support system staffing, disciplinary practices and teacher-to-pupil ratio, are strong predictors of students' future misbehaviors. In the school-level analysis, the racial composition of students in schools and school locales does not play a significant role. In contrast, counselors and psychologists play a complex and significant role by mediating the relationship between student misbehaviors and improving school-level math performance. The results of this paper suggest recruiting more counselors, replacing traditional disciplinary practices as a response to disciplinary issues, and supporting students academically to address disciplinary issues and improve schools' academic performance.
Recommended Citation
Jahanaray, Ali, "School Suspension and Inequality: A Cross-State Analysis of Disciplinary Policy and Student Outcomes" (2026). All Dissertations. 4276.
https://open.clemson.edu/all_dissertations/4276
Author ORCID Identifier
https://orcid.org/0000-0003-1738-7259