The Relationship of School Structure and Support to Suspension Rates for Black and White High School Students

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School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes (2015, background): “Schools with greater student perceptions of academic pressure, in conjunction with social support, have been associated with reduced suspension rates (Gregory et al. 2011).”
More Than a Metaphor: The Contribution of Exclusionary Discipline to a School-to-Prison Pipeline (2014, background): “Examining relationships between suspension rates and school practices in 199 schools, Gregory, Cornell, and Fan (2011) found that the schools that students rated as having the lowest levels of support and academic expectations were associated with the highest rates of suspension as well as the…”
Prior problem behavior accounts for the racial gap in school suspensions (2014, background): “More recently, however, Gregory, Cornell, and Fan (2011) found that while poverty is predictive of white suspension rates, poverty status was not a significant predictor of black suspension rates nor was it predictive of the black-white suspension gap.”
Authoritative School Climate and Student Academic Engagement, Grades, and Aspirations in Middle and High Schools (2016, methodology): “Other studies have linked authoritative school climate to lower levels of student aggression toward teachers (Berg & Cornell, in press; Gregory et al., 2012) and lower suspension rates (Gregory et al., 2011).”