This study explores the relationship between school discipline, attendance, and academic growth among elementary students in a large U.S. school district.
Using data from over 66,000 students in grades K–5 who completed Curriculum Associates’ i-Ready Diagnostic assessments in math and reading during the 2021-22 school year, the authors examined how disciplinary actions—specifically suspensions and referrals—differed across student subgroups and how both discipline and attendance predicted academic achievement.
The findings show that attendance rate was a strong and consistent predictor of academic growth in both math and reading across all grades, while suspensions and referrals were negatively associated with math growth in some grades.