Reducing suspensions or building relationships? Reframing the problem 

Whenever I hear education policy wonks arguing about the topic of student suspensions, I’m reminded of the Rorschach tests I learned about in Psychology 101. Show people an inkblot, the theory goes, and the picture that jumps out at them (a butterfly, say, or a monster) will reveal a deeper truth about their personality. Likewise, if you show educators the data on suspensions, some will see appropriate standards for student conduct while others will see evidence of institutional racism. The difference likely depends on whether they value public education mainly as a vehicle for individual advancement or mainly as a public good. 

Both views have their merits. On one hand, it’s true that hard-working students should be able to study in peace. No child should have their academic opportunities sabotaged by peers who misbehave in class, or who don’t take their own schoolwork seriously. 

On the other hand, it is indisputable that our public schools suspend Black and Latino students at much higher rates than White and Asian students. And that’s not because Black and Latino students misbehave more often. Rather, their teachers tend to punish them harshly for the very same behaviors that earn White and Asian students a warning, at most. In short, the data on suspensions reflect the institutional racism that has always permeated our school systems.