- Black students were significantly more likely to be suspended than White or Asian students (p < .001). Almost 1 in 5 Black students (19.6%) were suspended, compared with fewer than 1 in 10 White students (8.8%).
- A nationally representative survey of 74,000 10th graders found that about 50% of Black students reported that they had ever been suspended or expelled compared with about 20% of White students.
- The study further showed that ONLY suspensions and expulsions of Black students increased from 1991 to 2005. 

How  Disciplinary Practices Affect Black Students 

The data found on how disciplinary practices affect American Indian students is inconsistent.
- Krezmien et al. (2006) showed that American Indian and White students had a similar chance of being suspended from 1995 to 1998 in Maryland. 
- However, from 1998 to 2003, they found that American Indians had significantly higher chances than Whites of being suspended. 

How Disciplinary Practices Affect American Indian Students 

The data about how Latinos are affected by disciplinary practices is inconsistent. 
- National data shows that 20% of Latino students in Grades 7 through 12 have been suspended or expelled, which is a statistically significantly lower rate (p < .001) than for Black students (35%) and a statistically significantly higher rate (p < .001) than for White students (15%). 
- Another study  found that the rates of suspended and expelled Latino students were higher than the percentage of enrolled Latino students.
- Another study found that Latino students had similar or lower chances than White students of being suspended for 9 successive years (1995–2003).

How Disciplinary Practices Affect Latino Students

Research shows that suspensions appear to significantly increase the risk of academic underperformance. 
- A study (Arcia,2006) shows that after 1 year of suspension, a suspended student is three grade levels behind their non-suspended peers in their reading skills, however in year 2 they were 5 years behind.
- Suspended students may become less bonded to school, when this happens they may become less invested in school rules and course work, and less motivated to achieve academic success.

Wayne State University

This article focusses on research about racial and ethnic patterns in school sanctions and considers how disciplinary practices might contribute to achievement among students of color (focussed on Black, Latino and American Indian students). 

Discipline Gap and the Race Achievement Gap 

Gregory, Anne & Skiba, Russell & Noguera, Pedro. (2010). The Achievement Gap and the Discipline Gap: Two Sides of the Same Coin?. Educational Researcher. 39. 59-68. 10.3102/0013189X09357621. 

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