I Want To Learn But They Won’t Let Me: Exploring the Impact of School Discipline on Academic Achievement
Author ORCID Identifier
Using Critical Race Theory (CRT) as a guiding conceptual framework, this qualitative study examines black students’ and parents’ perceptions of school discipline and its impact on academic achievement. The findings support the notion that out-of-school suspension has a negative impact on the academic achievement of African American students and suggest that this phenomenon emerges through a multifaceted process that includes (a) missing assignments and having trouble catching up, (b) missing vital instruction throughout the disciplinary period, and (c) educator resistance to providing makeup work to students who receive out-of-school suspensions. This study also provides some practical recommendations for school leaders.
academic achievement, African American students, school suspension, urban education, urban education
Bell, Charles and Puckett, Tiffany, "I Want To Learn But They Won’t Let Me: Exploring the Impact of School Discipline on Academic Achievement" (2020). NIU Bibliography. 577.
Department of Leadership, Educational Psychology, and Foundations (LEPF)