Breaking Schools’ Rules, a groundbreaking study from the Texas Council of State Governments Justice Center, examines the effects of classroom removal on students’ academic performance as well as potential interaction with the juvenile justice system. While this report, Breaking Schools' Rules Report, followed Texas students for more than six years, from seventh grade through subsequent years, the analysis and recommendations are relevant for all states.
The level of disciplinary involvement by these students varied significantly according to the specific type of educational disability they had. Researchers found that:
- * 76.2 % of students with a learning disability,
- * 90.2% of students classified as having an emotional disturbance, and
- * 62.9% of students presenting with a physical disability
had at least one disciplinary action during this period.
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