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This research examines the link between in-school suspension and advanced science placement, focusing on marginalized student groups.

February 25, 2026

An Intersectional Logistic Analysis of In-School-Suspension Outcomes Based on Advanced Science Placement

Key Points

This research examines the link between in-school suspension and advanced science placement, focusing on marginalized student groups.
Applied a Quantitative Critical Race Theory approach.
Conducted comparative group analysis for gender and racial/ethnic subgroups.
Analyzed the association between advanced science placement and ISS attendance.
Most student groups showed higher in-school suspension attendance linked to non-advanced science coursework.
Marginalized students demonstrated significant disparities in disciplinary outcomes.

Abstract

Disciplinary outcomes and science educational opportunities both shape student outcomes, with research suggesting that non-advanced science placement via academic tracking and exclusionary discipline both have negative associations with student outcomes, especially for marginalized students. Using a Quantitative Critical Race Theory (QuantCrit) approach, we examined the relationship between in-school-suspension (ISS) and advanced science placement, doing a comparative group analysis that analyzes heterogeneity in gender racial/ethnic subgroups. We found that for most student groups, placement in non-advanced coursework was associated with higher levels of ISS attendance. Drawing on our findings, we recommend culturally responsive science education to promote equity for marginalized students who experience systems of discrimination via tracking and exclusionary discipline.

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