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This study uses the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 to test whether links between externalizing behavior ratings from kindergarten through fifth grade and eighth-grade suspensions differ by race/ethnicity. The analytic sample includes about 9,500 U.S. children across major racial/ethnic groups. Findings show stronger associations for Black children, reinforcing the need for antiracist discipline solutions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/moderating-role-of-raceethnicity-on-associations-between-externalizing-behavior-ratings-and-school-suspensions/590328/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/moderating-role-of-raceethnicity-on-associations-between-externalizing-behavior-ratings-and-school-suspensions/590328.png","ImageObject",300,407,{"name":92,"@type":93},"Pentious","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about race/ethnicity and school suspensions?","Question",{"text":112,"@type":113},"It examines whether associations between children’s externalizing behavior ratings and school suspensions from early grades through eighth grade differ based on race/ethnicity.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What data and sample are used in the analysis?",{"text":117,"@type":113},"The study uses the National Center for Education Statistics’ Early Childhood Longitudinal Study, Kindergarten Class of 1998–99, with an analytic sample of about 9,500 children across multiple race/ethnicity groups.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the key finding regarding externalizing ratings and suspensions across groups?",{"text":121,"@type":113},"Ratings of externalizing behaviors are more strongly associated with suspensions for Black children than for Asian, Latinx, and white children, supporting inequitable discipline practices.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590328,1792075277,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374404730887,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","AERA Open  \nJanuary-December 2025, Vol. 11, No. 1, pp. 1–14 DOI: 10. 1177/23328584251327145  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2025. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nModerating Role of Race/Ethnicity on Associations Between Externalizing Behavior Ratings and School Suspensions  \nLorraine R. Blatt  \nDaniesha Hunter-Rue  \nElizabeth Votruba-Drzal  \nUniversity of Pittsburgh  \nInequitable school discipline practices, such as school suspensions, pose a serious threat to children’s development. Prior research has found robust links between children’s externalizing behaviors and school suspensions as well as disproportionalities in suspensions by race/ethnicity. This study extends these literatures using the National Center for Education Statistics’Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 to examine whether links between children’s externalizing ratings from kindergarten through fifth grade and school suspensions measured in eighth grade differ for children based on race/ethnicity. The analytic sample includes about 9,500 American Indigenous/Alaska Native (2%), Asian (6%), Black (11%), Latinx (18%), Native Hawaiian/Pacific Islander (1%), and white (62%) children. Results showed that ratings of children’s externalizing behaviors are more strongly associated with suspensions for Black children than for Asian, Latinx, and white children, which confirms and extends our knowledge of inequitable discipline practices, thereby reinforcing a need for antiracist solutions.  \nKeywords: child development, disparities, race/ethnicity, secondary data analysis, hierarchical linear modeling, externalizing, suspension, school discipline, discipline gap  \nIntroduction  \nPunitive discipline policies such as school suspensions are a predominant response to an array of student behaviors, including both serious infractions, such as physical fights, and normative developmental behaviors, such as defiance or not following class rules (Lacoe & Steinberg, 2019) . There is evidence that suspensions increase children’s likelihood of having worse grades and test scores, dropping out of school, and becoming involved in the juvenile carceral system (Del Toro & Wang, 2022; Pearman et al., 2019; Rosenbaum, 2020; Skiba et al., 2014) . In the 2017–18 school year, >2.6 million U.S. public school students received one or more in-school suspensions, and >2.5 million received one or more out-of-school suspensions (Civil Rights Data Collection, 2021) . There is robust evidence highlighting the disproportionate effects of school suspensions on Black students in particular, including overwhelming evidence that Black children are more likely to be suspended than white 1 children for the same behavioral infractions (Amemiya et al., 2020; Anderson & Ritter, 2017; Barnes & Motz, 2018; Gilliam et al., 2016; Girvan et al., 2017; McCarthy & Hoge, 1987; Okonofua & Eberhardt, 2015; Owens & McLanahan, 2020; Skiba, 2015; Skiba et al., 2002; Welsh & Little, 2018) . In the 2017–18 school  \nyear, Black students made up ~15% of the public school population but reflected >38% ofall out-of-school suspensions, whereas white students made up >47% of the population and reflected \u003C33% of all out-of-school suspensions (Civil Rights Data Collection, 2021) . Similarly, in the 2017–18 school year, Asian students made up ~5% and Latinx students ~27% of the public school population but reflected ~1% and 22% of all out-of-school suspensions, respectively (Civil Rights Data Collection, 2021) .  \nExternalizing problems are defined as patterns of disruptive behaviors such as being argumentative, destructive, disobedient, physically aggressive, and demanding (Miner & Clarke-Stewart, 2008) . Children with high externalizing ratings in elementary school (roughly ages 5–11 years) are more likely to receive in-and out-of-school","cbCaiojZhg5teTYU","https://ap.wps.com/l/cbCaiojZhg5teTYU","pdf",711359,14,"English","# Introduction\n## Externalizing behaviors and suspension risk\n## Racial/ethnic disproportionalities in discipline\n## Rationale for moderation analysis","[{\"question\":\"What does the study investigate about race/ethnicity and school suspensions?\",\"answer\":\"It examines whether associations between children’s externalizing behavior ratings and school suspensions from early grades through eighth grade differ based on race/ethnicity.\"},{\"question\":\"What data and sample are used in the analysis?\",\"answer\":\"The study uses the National Center for Education Statistics’ Early Childhood Longitudinal Study, Kindergarten Class of 1998–99, with an analytic sample of about 9,500 children across multiple race/ethnicity groups.\"},{\"question\":\"What is the key finding regarding externalizing ratings and suspensions across groups?\",\"answer\":\"Ratings of externalizing behaviors are more strongly associated with suspensions for Black children than for Asian, Latinx, and white children, supporting inequitable discipline practices.\"}]","Moderating Role of Race/Ethnicity on Associations Between Externalizing Behavior Ratings and School Suspensions | PDF",1792069349,35]