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The Changing Impact of School Suspensions on Student Outcomes: Evidence from North Carolina Public Schools
by Lewis Zhu Abstract Motivated by a historic decline in standardized test scores among US students, this paper investigates whether exclusionary discipline—specifically out-of-school suspensions (OSS)— contributes to changes in academic performance. Drawing on administrative data from the North Carolina Education Research Data Center, which span a period marked by substantial discipline policy reform, I assess […]
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