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Each year many students are subject to exclusionary discipline, in fact, 60% of students in Texas are disciplined at-least once between grades 7 through 12. The purpose of this study is to examine the impact of school discipline contact on students' risk for grade retention and school dropout using a statewide sample of nearly one million 7th grade students tracked through their 12th grade year. Results indicate that school discipline relates to a 24% increase in high school dropout. These additional dropouts are associated with an economic effect of between $750 million and $1.35 billion per year. Results also indicate that school discipline is associated with approximately 6,600 grade retentions per year in the state of Texas. The delayed workforce entry related to grade retention has an effect of over $100 million for the state, including $5.7 million in lost tax revenue. Given the higher discipline rate for minorities, these costs disproportionately affect them. Further, the additional year of instruction costs the state over $76 million dollars.

Nearly 15% of students are disciplined in a given year, with 60% of students being disciplined at-least once between grades 7 through 12. The purpose of this study is to examine the impact of school discipline contact on students’ risk for grade retention and school dropout using a statewide sample of 7th grade students tracked through their 12th grade year. Results indicate that school discipline is associated with approximately 4,700 grade retentions per year in the state of Texas. The delayed workforce entry related to grade retention has an effect of over $68 million for the state, including $5.6 million in lost tax revenue. Given the higher discipline rate for minorities, these costs disproportionately affect them. Further, the additional year of instruction costs the state nearly $41 million dollars. For each year an individual student is retained the effect on the net social surplus exceeds $23,000. Results also indicate that school discipline relates to a 29% increase in high school dropout. These additional dropouts account for an economic effect of $711 million per year. It is recommended that educational agencies adopt evidenced-based programs that reduce school officials’ use of punitive and exclusionary measures to manage student behavior such as Positive Behavioral Intervention Supports. Further, these results underscore the need for school officials to employ secondary and tertiary dropout prevention programs that are targeted at the most academically and behaviorally at-risk students in schools in addition to primary prevention programs.

African American males are at increased risk for experiencing disciplinary practices that exclude them from the school environment. It is believed that African American males' overrepresentation in the receipt of these practices contributes to their involvement in the criminal justice system as they approach adolescence and enter adulthood. The connection of exclusionary discipline with incarceration rates is termed the School to Prison Pipeline. Although some scholars have identified school-wide initiatives as having potential in curtailing African American males' overrepresentation in these punitive discipline practices, less discussion has focused on the role of school-based mental health professionals to address this issue. School-based mental health professionals possess a unique set of skills that may assist schools in decreasing African American males' exposure to exclusionary discipline practices and consequently reducing their risk for adverse outcomes. The purpose of this review is to provide school-based mental health professionals with specific recommendations for reducing this negative educational experience. [ABSTRACT FROM AUTHOR]