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Suspension, Expulsion, and Achievement of English Learner Students in Six Oregon Districts

Date 

August 2015

Social 

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The relatively high rates of suspension and expulsion among some groups of students are a cause for growing concern in public education. Disciplinary actions that take students out of the classroom can make it more difficult for them to stay on track to graduate. This is true particularly for English learner students, who typically have lower scores on state assessments and higher dropout rates than non-English learner students.

This study looks at suspension and expulsion rates among English learner students in six Oregon districts. It was conducted in collaboration with the Oregon Leadership Network, a partnership of 23 districts, the Oregon Department of Education, and other agencies that have worked together for more than a decade in pursuit of better education outcomes for all Oregon students.

Currently, few studies correlate the achievement of English learner students to the discipline they receive. This study is important and timely because it describes discipline rates and reasons for discipline of English learner students and because it adds to knowledge about the interaction of discipline and achievement for English learner students—a large, growing, and diverse population in Oregon and across the nation.

There are two versions of this report available for download on the IES website:
The full report published in August 2015
"Stated Briefly"—a synopsis highlighting key findings and implications