The Seattle Times – Claudia Rowe
“Traditionally, the thinking around school discipline has proceeded along these lines: Suspend a disruptive kid and, though that student may suffer academically, the rest of the class benefits. But two Midwestern researchers have a new study suggesting that this thinking may be flawed. They tracked a Kentucky school district over three years and found that high levels of exclusionary discipline – that is, suspensions — actually harmed math and reading scores for all kids, even those who were never tossed.”(more)