PDG TA: Suspension & Expulsion in Preschool Development States: Policies and Practices 1 SUSPENSION & EXPULSION IN PRESCHOOL DEVELOPMENT STATES: POLICIES AND PRACTICES Susan Mitchell, PDG TA, Manuela Fonseca, Ed.D., PDG TA, and Allison LaFave, AnLar Inc. There is growing unease about suspension and expulsion of children at the preschool level. Preschoolers are expelled at three times the rate of K-12 students (Gilliam, 2005). Boys—particularly African-American boys—comprise a disproportionate number of these cases, a fact that has caused concern among parents, policymakers, and advocates alike. These suspensions and expulsions have broad-ranging impacts on children and families across the country. States that received the Preschool Development Grant 1 (PDG) funding have begun to explore and implement policies and practices to mitigate this growing problem. This brief is intended to serve as a resource to these and other states. It sets the stage by detailing why preschool expulsion and suspension rates should matter to states. There is a discussion of relevant federal and state policies as well as various state practices used to impact this issue. The brief concludes with appendices that include excerpts of PDG states’ policies or guidelines, and descriptions of their preventive practices. PRESCHOOL SUSPENSION AND EXPULSION: WHY IT MATTERS FOR STATES According to the National Center for Children in Poverty (2002), an estimated four to six percent of preschoolers have serious emotional and behavioral disorders, and 16-30 percent pose continual problems to classroom teachers. Confronted with such behaviors, some early childhood educators are turning to expulsion and suspension. In recent years, these expulsions and suspensions have garnered a number of media reports—stories of young children being expelled for seemingly minor ofenses such as biting, kicking of their shoes, or potty training accidents (Anderson, 2015). Such coverage has fueled the public’s concern about this trend and its implications for children and families. For example, removing children from a socially and cognitively enriching preschool setting may hinder their academic and socio-emotional growth or prolong the time it takes for them to receive the services they need to thrive (ED/HHS, 2014; Schimke, 2015; Zeanah, Jr. & Melmed, 2015). An urgent need and/or inability to fnd alternative child care for expelled children may also require parents or guardians to take time of from work, a practice that—over time—may threaten their ability to hold down a job (St. George, 2012). Some families and policymakers are worried that particular groups are being unfairly targeted by expulsion and suspension practices. These concerns are supported by statistics showing that boys, African-Americans, and children with disabilities represent a disproportionately high number of preschool expulsions and suspensions (Gilliam, 2014; St. George, 2012). Preschool expulsions and suspensions have long-term implications, as well. The U.S. Department of Education (ED) and the U.S. Department of Health and Human Services (HHS) warn that “young students who are expelled or suspended are as much as ten times more likely to drop out of high school, experience academic failure and grade retention, hold negative school attitudes, and face incarceration than those who are not” (ED/HHS, 2014, p. 3). While this statement does not prove a cause-efect relationship, it reinforces many experts’ belief that exclusionary practices at the preschool level do not prevent future incidences of behavioral problems (Maag, 2012). 1 The Preschool Development Grants competition is intended to help states establish or enhance high-quality preschool programs, particularly in target communities (those with low- and/or moderate-income families). For more information, visit http://www2.ed.gov/programs/ preschooldevelopmentgrants/index.html. STATE TECHNICAL ASSISTANCE REPORT