A Multisite Study of the Technical, Normative, and Political Dimensions of School Discipline Policy Reform

• In Event: 52.020 - District Policies for School Improvement

Abstract

National awareness about the negative impacts and racially disproportionate use of exclusionary school discipline practices has grown in recent years. Several states and districts have addressed these concerns by revising their school discipline policies to redress punitive practices. Yet there are few studies available from which to anticipate how such reforms actually impact discipline practices at the school-level. The current study addresses this gap in the literature by considering the influence of district-level policy changes on school-level practices through an equity-minded change framework (Oakes, 1992; Oakes, Quartz, Gong, Guiton, & Lipton, 1993; Oakes, Quartz, Ryan, & Lipton, 2000).

Authors

• Kathryn Elizabeth Wiley, University of California San Diego

• Yolanda Anyon, University of Denver

• Jessica Yang, University of Denver