School Characteristics Related to the Use of Suspension.

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Lost and Turned Out (2007, background): “A 1996 report found that they were suspended at twice the rate of non-special-needs students and that those “identified as having an emotional or behavior disability were 11 times more likely to be suspended” (Christle et al., 2004, p. 510).”
Exclusionary Discipline of Students With Disabilities (2014, background): “Many of these constructs have shown significant relations to discipline outcomes in analyses of building-level suspension rates (e.g., Bruns et al., 2005; Christle et al., 2004; Mendez et al., 2002; Wu et al., 1982).”
Sociocultural Correlates of Disciplinary Exclusion Among Students With Emotional, Behavioral, and Learning Disabilities in the SEELS National Dataset (2007, background): “Higher rates of suspension and expulsion have been associated with low parent involvement at school and family problems (Christle et al., 2004; Morrison & D’Incau, 1997).”
Suspension, Race, and Disability: Analysis of Statewide Practices and Reporting (2006, background): “A limited number of researchers (Bruns et al., 2005; Christle et al., 2004) have examined suspension practices data at both the individual level and the school level, but the authors have not used multilevel procedures in their analysis of data.”