Suspensions, for example, did little to move young people to wholeness or better performance. And they were used for even the most minor of offenses—being “disrespectful” was a common cause. Black children were far more at risk, suspended at nearly four times the rate of white students despite similar behavior patterns. Black children taught by white teachers were particularly at risk for suspension, the data showed again and again. (Although the reverse was not true. Black teachers did not move to suspend white children at higher rates.)
