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IJEM is a leading, peer-reviewed, open access, research journal that provides an online forum for studies in education, by and for scholars and practitioners, worldwide.

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Eurasian Society of Educational Research
College House, 2nd Floor 17 King Edwards Road, Ruislip, London, UK. HA4 7AE
College House, 2nd Floor 17 King Edwards Road, Ruislip, London, UK. HA4 7AE

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Suspension and expulsion are adversely related to negative outcomes of students, such as falling behind academically, an increased risk of absenteeism or dropout from schools. Suspension discrepancy due to ethnicity is evident and well known in the United States. The proper understanding of factors affecting suspension may lead to intervention towards the reduction of suspension episodes in the schools. The aim of this study is to determine how student, parent and school characteristics affect the likelihood of K-8 school students’ suspension in the United States. We analyze the National Household Education Surveys of 2019 with a sample of 9,699 K-8 students to evaluate the risk factors of suspension. The study finds that 6% students receive K-8 school suspensions. Bivariate analysis suggests that gender, ethnicity, poverty, parental education, school type, repeated grades, contacted for behavioral problem and school type are significantly associated with the K-8 students’ suspension. An adjusted analysis of these factors via multiple logistic regression suggests that the odds of suspension of NH-black students are 2.7 times the odds of NH-white students. Odds of suspension for students with parental education below HS is 3.2 (95% CI: 1.77-5.80) compared those with parental education at Graduate or professional level. Likewise, students of public schools have higher odds of suspension compared to private schools. There is significant evidence that students with repeated grades, poor parents, school type and those contacted for behavioral problems have substantially higher odds of suspension.

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