Ban the Discipline Box? How University Applications That Assess Prior School Discipline Experiences Relate to Admissions of Students Disciplined in High School

• In Event: AERA Roundtable Session 5
  In Roundtable Session: High School–to–College Transitions: Are We Building Bridges or Borders? Studying the Policies and Practices That Shape the Transition to College

Abstract

For the past decade and a half, many institutions of higher education have asked about high school disciplinary experiences, including suspensions, on their applications. Advocates have argued that this “discipline box” has a negative effect on disciplined students’ likelihood to apply and be accepted to an institution of higher education. This study leverages application-level data along with novel historical records of institutions of higher education applications to examine the relationship between a discipline box and application and acceptances for disciplined students. Leveraging both student and institution fixed effects, the study finds that the presence of a discipline box is not systematically related to likelihood to apply or be accepted once accounting for other factors. Implications for policy are discussed.

Author

• Chris Curran, University of Florida