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Author: Shollenberger, Tracey L.

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1.	Shollenberger, Tracey L.
1.	Essays on Schools, Crime, and Punishment Ph.D. Dissertation, Department of Social Policy, Harvard University, 2015 Cohort(s): NLSY97 Publisher: ProQuest Dissertations & Theses (PQDT) Keyword(s): Arrests; Crime; Delinquency/Gang Activity; Incarceration/Jail; Life Course; School Suspension/Expulsion Permission to reprint the abstract has not been received from the publisher. This dissertation consists of three essays on schools, crime, and punishment. The first essay -- stemming from collaborative work with Christopher Jencks, Anthony Braga, and David Deming -- uses longitudinal school and arrest records to examine the long-term effects of winning the lottery to attend one's first-choice high school on students' arrest outcomes in the Boston Public Schools. The second essay uses quasi-experimental regression and matching techniques to examine the effect of out-of-school suspension on serious delinquency using the 1997 National Longitudinal Survey of Youth (NLSY97). The third essay examines the increasing use of exclusionary school discipline and incarceration since the 1970s from a life course perspective. It advances the notion of a "disciplinary career," which captures disciplinary experiences across three domains: home, school, and the juvenile and criminal justice systems. In this essay, I use the NLSY97 to estimate the prevalence of various disciplinary experiences across the early life course and draw on qualitative data from the Boston Reentry Study to explore how individuals who experience high levels of harsh discipline perceive the interplay between offending and punishment over time. I close the dissertation by discussing these essays' implications for theory and policy.
	Bibliography Citation Shollenberger, Tracey L. Essays on Schools, Crime, and Punishment. Ph.D. Dissertation, Department of Social Policy, Harvard University, 2015.

2.	Shollenberger, Tracey L.
2.	Racial Disparities in School Suspension and Subsequent Outcomes: Evidence from the National Longitudinal Survey of Youth 1997 Report, The Civil Rights Project, Center for Civil Rights Remedies, University of California at Los Angeles, April 2013 Cohort(s): NLSY97 Publisher: University of California at Los Angeles Keyword(s): Arrests; Criminal Justice System; Delinquency/Gang Activity; Educational Attainment; Racial Equality/Inequality; School Suspension/Expulsion Permission to reprint the abstract has not been received from the publisher. Using NLSY97 data, I examine the prevalence and intensity of suspension among nationally representative samples of white, black, and Hispanic youth attending secondary school during the late 1990s. I find that suspension was a common experience, affecting more than one in three youth for a typical total of five days during K-12. Black boys were suspended most frequently and most intensely, with fully two in three suspended at some point during K-12 and nearly one in five suspended from school for a full month or more. Following youth into early adulthood reveals a strong correlation between suspension and negative outcomes in education and criminal justice. Among boys suspended for 10 total days or more, less than half had obtained a high school diploma by their late 20s; more than three in four had been arrested; and more than one in three had been sentenced to confinement in a correctional facility. Controlling for the behavior of youth – including property offenses, drugs sales, and violent behaviors – does not eliminate the race and gender disparities evident in suspension. In addition, substantial shares of suspended youth—especially black and Hispanic youth—had not engaged in serious delinquency by the time they were first suspended from school. Thus, for these youth, any involvement in delinquency or crime that led to future arrest or incarceration began only after their careers of punishment. In light of these findings, policymakers interested in improving outcomes for youth in both education and in criminal justice should promote alternatives to suspension, identify and support schools with high rates of exclusionary discipline, and facilitate the evaluation of recent efforts to reduce the use of suspension and related racial disparities. Future research should investigate the possibility of a causal relationship between suspension and subsequent outcomes, focusing on missed instructional time, reduced bonding to school, and official labeling as potential mechanisms.
	Bibliography Citation Shollenberger, Tracey L. "Racial Disparities in School Suspension and Subsequent Outcomes: Evidence from the National Longitudinal Survey of Youth 1997." Report, The Civil Rights Project, Center for Civil Rights Remedies, University of California at Los Angeles, April 2013.

3.	Shollenberger, Tracey L.
3.	School Discipline and Delinquency: Suspension, Arrest, and Incarceration in the NLSY97 Presented: Chicago IL, American Society of Criminology Annual Meeting, 2012 Cohort(s): NLSY97 Publisher: American Society of Criminology Keyword(s): Arrests; Delinquency/Gang Activity; Educational Outcomes; Incarceration/Jail; School Suspension/Expulsion Permission to reprint the abstract has not been received from the publisher. Academics and youth advocates alike have described a “school-to-prison pipeline” through which youth who experience difficulty in school are more likely than their peers to experience arrest and incarceration. While the negative association between educational achievement and juvenile/criminal justice sanctions is nothing new, recent shifts in educational policy and practice have heightened the need for criminologists to focus explicitly on schooling as a process with features that can influence delinquency and crime. In particular, the expanded use of exclusionary school discipline in recent decades warrants further investigation. In this paper, I focus on out-of-school suspension, which has become the taken-for-granted approach to addressing serious student misbehavior in many U.S. schools. Using data from the National Longitudinal Survey of Youth 1997, I examine careers of suspension among nationally representative samples of white, black, and Hispanic youth, following their educational and criminal justice outcomes through age 28. After examining disparities in prevalence and intensity of punishment across racial and ethnic groups, I compare punishment to self-reported behavior, examining how careers of delinquency unfold over time for suspended and non-suspended youth. Among other issues, I investigate whether suspension represents a “snare” (Moffitt 1993) that interferes with educational attainment and the desistance process.
	Bibliography Citation Shollenberger, Tracey L. "School Discipline and Delinquency: Suspension, Arrest, and Incarceration in the NLSY97." Presented: Chicago IL, American Society of Criminology Annual Meeting, 2012.

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