This presentation, from the 2018 BUILD QRIS National Meeting, presents the research about early childhood suspension and expulsion, explores the role of state policy in prevention, the role of QRIS, and the equity issues that are critical to this work.
Archived Meeting Resources January 10, 2023
This session was presented during BUILD 2022 National Conference.
States’ Growing Commitment to Preventing Young Children’s Expulsion from Early Care and Education Programs: RESULTS OF A 50-STATE POLICY SURVEY
Report October 12, 2021
This report examines features of states’ expulsion and suspension prevention policies, based on survey responses and interviews with selected states. The results point to the widespread efforts states are making to develop and implement expulsion prevention policies. Features of policies are varied, and include supports for programs (e.g., professional development, early childhood mental health consultation), requirements for data collection, and changes in program standards and work conditions. Many policies have explicit goals for reducing disparities in exclusionary practices related to race and disability. Promising approaches in five states are highlighted. The brief makes several recommendations for designing expulsion and suspension policies with features that can help ensure strong implementation that significantly reduces exclusionary practices and the racial disparities found in these practices.
Summary of Research on the Dimensions Contributing to Expulsion and Suspension in Early Childhood Settings
Report March 1, 2021
As States and Territories consider strategies to prevent and ultimately eliminate expulsion and suspension in the early years, they need to explore why early learning programs suspend or expel young children. This document summarizes the four dimensions of the problem: 1) the structure of quality with policies that increase the likelihood of expulsion and suspension; 2) the absence of deep understanding of child development, 3) racial disparities in discipline, and 4) young children who need more and different support than can be provided by an educator or an early learning setting alone.