Fabes, R. A., Quick, M., Catherine, E., & Musgrave, A. (2021). Exclusionary discipline in U.S. Public schools: A comparative examination of use in pre-kindergarten and k-12 grades. Educational Studies, 1-18. https://doi.org/10.1080/03055698.2021.1941782
Gottfried, M. A. (2019). Chronic absenteeism in the classroom context: Effects on achievement. Urban Education, 54(1), 3-34. https://doi.org/10.1177/0042085915618709
Healthy Schools Campaign. (2016). Addressing the health-related causes of chronic absenteeism: A toolkit for action. https://healthyschoolscampaign.org/wp-content/uploads/2016/06/1-%20Background_Chronic_Absenteeism_Student_Health.pdfChronic_Absenteeism_Student_Health.pdf
National Center for Education Statistics. (2022). Characteristics of elementary and secondary schools. Condition of Education. https://nces.ed.gov/programs/coe/indicator/cla.
Owens, J., & McLanahan, S. S. (2020). Unpacking the drivers of racial disparities in school suspension and expulsion. Social Forces, 98(4), 1548-1577. https://doi.org/10.1093/sf/soz095
Sacramento Native American Higher Education, C. (2019). From boarding schools to suspension boards: Suspensions and expulsions of native American students in California public schools. http://bmmcoalition.com/boardingschools/
The White House. (2023). Chronic absenteeism and disrupted learning require an all-hands-on-deck approach. https://www.whitehouse.gov/cea/written-materials/2023/09/13/chronic-absenteeism-and-disrupted-learning-require-an-all-hands-on-deck-approach/
U. S. Commission on Civil Rights. (2019). Beyond suspensions: Examining school discipline policies and connections to the school-to-prison pipeline for students of color and disabilities. https://www.usccr.gov/pubs/2019/07-23-Beyond-Suspensions.pdf
U. S. Department of Education. (2016). Civil Rights Data Collection (CRDC) for the 2013-2014 school year.https://www2.ed.gov/about/offices/list/ocr/docs/crdc-2013-14.html
U. S. Department of Education. (2019). Chronic absenteeism in the nation's schools: A hidden educational crisis. https://www2.ed.gov/datastory/chronicabsenteeism.html
This research was supported in part by a grant from the Administration for Children and Families (ACF) of the United States (U.S.) Department of Health and Human Services (HHS) as part of a financial assistance award (Grant #: (90Y#0122-01-00) totaling $95,790 with 25 percentage funded by ACF/HHS and 75 percentage funded by non-government source(s). The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement, by ACF/HHS, or the U.S. Government. For more information, please visit the ACF website, Administrative and National Policy Requirement. Support was also provided by funding from the Spencer Foundation and the Sanford Foundation.
As members of Arizona State University, we acknowledge the 22 Native Nations that have inhabited this land for centuries. Arizona State University’s four campuses are located in the Salt River Valley on ancestral territories of Indigenous peoples, including the Akimel O’odham (Pima) and Pee Posh (Maricopa) Indian Communities, whose care and keeping of these lands allows us to be here today.