The Civil Rights Project (Proyecto Derechos Civiles) released a study in March demonstrating that minority students and students with disabilities are suspended at a far higher rate than their non-disabled or non-minority peers. At first blush, this is not news. Other researchers have already documented these disproportionate rates, which have even been discussed in this blog. But the new study, “Opportunities Suspended: The Disparate Impact of Disciplinary Exclusion from School,” is different for two primary reasons. First, the authors, Daniel Losen and Jonathan Gillespie, use data from the Civil Rights Data Collection survey from the Department of Education, thereby providing the most comprehensive and exhaustive review of what is happening in our nation’s schools. These DOE data are from 7000 schools districts and represent 85% of our nation’s students. Second, the Civil Rights Project does not solely focus on the problem states or the problem districts that are suspending students at such horrific rates. The study also provides the data for those states and districts that are not engaging in high suspension rates. These districts have figured out how to keep students in school and engage them in learning. These are the districts from which we need to learn.