The Use of Research Evidence in School Discipline: Leveraging an Expanding Literature

• In Event: AERA Roundtable Session Sunday 11:40 am Four Seasons Ballroom 2-3
  In Roundtable Session: Using Perceptual Data and Existing Research to Improve How Educational Leaders Interact, Lead, and Manage (Table 7)

Abstract

The use of research evidence is important to disrupting discipline disparities, yet insufficient attention is paid to the rigor and quality of research on school discipline interventions. This study categorizes recent studies (2010-2024) on the effectiveness of school discipline reforms using ESSA Tiers of Evidence, along with intervention type. We find relatively few Tier 1 studies, with a plurality in Tier 3. The four most prevalent reform types – PBIS, coaching/ PD, restorative practices, and policy change – are represented in all four Tiers, except no Tier 1 evidence for policy change. The findings raise questions about the limitations of the ESSA Tiers system, particularly regarding qualitative and mixed-methods research, and provide a tool supporting practitioners’ and policymakers’ use of research evidence.

Authors

• Richard O. Welsh, Vanderbilt University

• Kathryn James McGraw, Vanderbilt University

• Tia R. Williams, Vanderbilt University