Rolling Back Zero Tolerance: The Effect of Discipline Policy Reform on Suspension Usage and Student Outcomes

Autor/inn/en	Lacoe, Johanna; Steinberg, Matthew P.
Titel	Rolling Back Zero Tolerance: The Effect of Discipline Policy Reform on Suspension Usage and Student Outcomes
Quelle	In: Peabody Journal of Education, 93 (2018) 2, S.207-227 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lacoe, Johanna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2018.1435047
Schlagwörter	Zero Tolerance Policy; Discipline Policy; Educational Change; Principals; Suspension; School Districts; Behavior Problems; Truancy; Violence; Mathematics Achievement; Language Arts; Policy Analysis; Outcome Measures; Elementary Secondary Education; Trend Analysis; Statistical Analysis; Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? Disziplinarmaßnahme; Bildungsreform; Principal; Schulleiter; Ausschluss; Schulausschluss; School district; Schulbezirk; Schulabsentismus; Schulschwänzen; Schulverweigerung; Gewalt; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sprachkultur; Politikfeldanalyse; Trendanalyse; Statistische Analyse
Abstract	Beginning in the early 1990s, states and districts enacted zero-tolerance discipline policies that relied heavily on out-of-school suspensions. Recently, districts nationwide have revised these policies in favor of more tempered disciplinary responses. In 2012-2013, Philadelphia reformed its discipline policy to limit suspensions for nonviolent student misconduct and granted principals greater discretion in responding to more serious occurrences of student misconduct. Employing a difference-in-differences approach, we find that Philadelphia's reform resulted in a modest decline in suspensions for nonviolent infractions in the year of reform; however, total suspensions remained unchanged while serious incidents of student misconduct increased. Further, the truancy rate increased and district math and English language arts achievement declined following the policy reform. These findings should inform policymakers and practitioners on the implications of district-level reforms for suspension usage and the potential consequences for student outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01