Got A Match?: How School Leaders’ Race Affects Suspension Odds Among Black Students in Texas Urban High Schools

Abstract

This study investigates the impact of school leaders' race on suspension rates among Black students in Texas urban high schools. Despite representing only 15.1% of student enrollment, Black students face disproportionate disciplinary actions. The research highlights systemic biases and structural barriers, such as culturally irrelevant curricula and educator bias. Using data from the Texas Education Agency (2011-2019) and logistic regression models, the study finds that Black students are more likely to be suspended under White and Asian principals. Conversely, Black principals are associated with lower out-of-school suspension rates but higher in-school suspension rates for Black girls. The findings emphasize the need for culturally responsive discipline policies to address these disparities.