{"id":4139,"date":"2019-03-15T12:31:56","date_gmt":"2019-03-15T16:31:56","guid":{"rendered":"https:\/\/www.philasd.org\/research\/?p=4139"},"modified":"2021-05-04T15:13:27","modified_gmt":"2021-05-04T19:13:27","slug":"suspension-trends-in-the-school-district-of-philadelphia-2015-16-to-2017-18","status":"publish","type":"post","link":"https:\/\/www.philasd.org\/research\/2019\/03\/15\/suspension-trends-in-the-school-district-of-philadelphia-2015-16-to-2017-18\/","title":{"rendered":"Suspension Trends in the School District of Philadelphia, 2015-16 to 2017-18"},"content":{"rendered":"<div class=\"wpb-content-wrapper\">[vc_row][vc_column][vc_column_text]Research in districts and states across the country has also consistently found that Black\/African\u00a0American students and students with disabilities are more likely to be suspended for the same\u00a0behaviors compared to their peers. <strong>Extending our previous analyses, this report examines trends in\u00a0student suspension between 2015\u201016 and 2017\u201018, specifically the percent of students receiving zero\u00a0suspensions and an examination of disproportionality over time.<\/strong><\/p>\n<p>Use the button below to download the report.[\/vc_column_text][vc_row_inner][vc_column_inner][vc_btn title=&#8221;CLICK HERE TO DOWNLOAD THE REPORT&#8221; style=&#8221;gradient-custom&#8221; gradient_custom_color_1=&#8221;#0b315b&#8221; gradient_custom_color_2=&#8221;#398635&#8243; align=&#8221;center&#8221; button_block=&#8221;true&#8221; link=&#8221;url:https%3A%2F%2Fwww.philasd.org%2Fresearch%2Fwp-content%2Fuploads%2Fsites%2F90%2F2019%2F03%2FSuspension-Trends-2015-16-to-2017-18-Research-Report-March-2019.pdf|||&#8221;][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row]\n<\/div>","protected":false},"excerpt":{"rendered":"<p>This report examines suspension trends between 2015\u201016 and 2017\u201018, specifically the percentage of students receiving zero\u00a0suspensions and an examination of disproportionality over time.<\/p>\n","protected":false},"author":21878,"featured_media":4389,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[134,138,142],"tags":[],"class_list":["post-4139","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-equity","category-school-climate","category-system-trends"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/4139","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/users\/21878"}],"replies":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/comments?post=4139"}],"version-history":[{"count":4,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/4139\/revisions"}],"predecessor-version":[{"id":4391,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/4139\/revisions\/4391"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media\/4389"}],"wp:attachment":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media?parent=4139"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/categories?post=4139"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/tags?post=4139"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}