Suspension rates of students with autism or intellectual disabilities in Maryland from 2004 to 2015

BackgroundLittle research exists on suspension of students with autism or intellectual disabilities. We examined suspension rates of students with autism or intellectual disability in Maryland from 2004 to 2015 to understand whether race and disability status predicted the odds of being suspended. MethodWe used school enrollment data and school suspension data in Maryland for analysis. Descriptive statistics by race and disability category were calculated. Logistic regression was used to examine differences in odds of suspension by race and by disability (ID and autism) each year. ResultsSuspension rates in Maryland decreased overall from 2004 to 2015, but African American students with intellectual disability or no disability were significantly more likely to be suspended. White students with autism and White students with intellectual disability had significantly higher odds of suspension than White students without a disability. ConclusionsOverall risk for suspension in Maryland decreased over time. African American students with autism or intellectual disability, as well as white students with autism or intellectual disability, experienced significantly higher odds of suspension when compared to their White students without a disability. This relatively unexplored issue commands attention from researchers and policymakers alike.