Are California schools failing their most vulnerable? Despite reforms, student suspension rates are still alarmingly high, especially for foster youth and homeless students. A new report reveals federal actions are hindering progress on racial disparities. What does this mean for the future of equitable education?

Despite recent efforts to address systemic issues, California schools continue to grapple with alarmingly high student suspension rates, disproportionately impacting the state’s most vulnerable populations. A new report highlights how these persistent disparities, particularly along racial lines, are not only hindering educational progress but are also being exacerbated by broader policy shifts.

A comprehensive report by the National Center for Youth Law reveals that between the 2017-18 and 2023-24 school years, foster youth and homeless students in California were significantly more likely to face suspensions than their peers. This critical finding underscores a troubling trend where those already navigating complex life challenges are further marginalized within the education system.

Daniel J. Losen, senior director of education at the National Center for Youth Law, emphasized the stagnation in progress. He noted, “The trajectory is one that suggests that for the kids who are suspended the most, very little has really changed, and for American Indian students, it’s gotten a little bit worse.” Losen critically points out that these historically discriminated-against groups, with the greatest needs, are being persistently pushed out of California schools, indicating that past education reform efforts are failing to achieve their desired impact on racial disparities.

The report further details how recent actions by the federal administration are perceived to threaten California’s capacity to address these disproportionately high student suspension rates. Specific examples include an executive order targeting diversity, equity, and inclusion programs, the closure of multiple Offices for Civil Rights, and the reinterpretation of social-emotional learning as a form of discrimination, all of which Losen asserts are founded on “misguided, wrongful interpretations of the law.”

Significant changes in state policy have aimed to curb suspensions, particularly the prohibition of suspending students for “willful defiance” or disruption, a policy that now extends from kindergarten through 12th grade. This reform, exemplified by the Los Angeles Unified School District’s actions over a decade ago, initially led to a decrease in suspensions under these categories.

However, the report alarmingly notes that while “willful defiance” suspensions have diminished, there has been a parallel and unexplained increase in suspensions under other categories. Most notably, suspensions are now frequently categorized as “Violent Incident, No Injury” or “Violent Incident, Injury.” This reclassification raises concerns about potential biases influencing reporting, with Losen likening it to the subjective interpretation of “roughhousing” versus a “fight.”

A critical issue highlighted is the lack of transparency in how districts submit student suspension data to the state Department of Education. The current practice of lumping together various codes of conduct obscures the true reasons behind disciplinary actions. Releasing disaggregated state data would significantly enhance the public’s ability to analyze patterns, such as the alarming finding that Black foster youth are suspended under the “Violent Incident, No Injury” category nearly 15 times more often than all white students, enabling more targeted solutions for racial disparities.

Conversely, districts like Merced Union High School District demonstrate that positive change is possible. Through concerted efforts to address the underlying causes of student behavior, Merced Union significantly reduced its suspension rates, decreasing lost instructional days by 11.8 per 100 students over seven years. This proactive approach mirrors successful strategies used to combat chronic absenteeism, offering a hopeful model for effective education reform in California schools.