Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


Executive Leadership

First Supervisor

Frances G. Wills

Second Supervisor

Bil Leipold


The focus of this research was the academic impact of school suspension on Black male students in an urban high school. Findings for the study were derived from archival data retrieved with permission from the school district that served as the site of the study. The performance of 400 Black male students in the 2015 cohort of eight high schools on the New York State Algebra Regents exam was analyzed to determine whether suspension from school affected achievement as measured by the passing score on an exam which determined successful high school completion and academic success. The implications of these findings for Black males, both socially and economically, as compared to their White and Hispanic counterparts, as well as Black females are discussed. Research suggests that the policies that limit educational opportunities for Black males decrease the probability of their employment prospects, while increasing the need for welfare services, the future rate of incarceration in prisons, and the potential for commitment to psychiatric institutions. The findings from this study could inform understanding of the impact of the policy of school suspension, one of several policies which limit educational opportunities for Black male students. Implications of the study include alternative approaches to addressing student behavior in high schools and adjustment to the delivery of Math curriculum and instruction to ensure it is culturally sensitive to the diverse needs and backgrounds of all students.

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