Teacher Quality and Disciplinary Infractions: Critical Analysis of Chicago Urban Preparatory and Harlem Children's Zone

• In Event: Exploring Different Perspectives in Classroom Management

Abstract

School discipline disparities within U.S. education is accompanied by a litany of literature which focuses on African Americans in low-performing urban schools (Civil Right Project, 2000; Losen, 2011; Mendez & Knoff, 2003; Skiba, Michael, Nardo & Peterson, 2002). This research study examined two urban, high achieving charter schools: Urban Preparatory Academies in Chicago and Harlem School Zone in New York. The school characteristics are assessed through critical race theory; and findings of the study indicate that while both schools had the similar demographics of students, lower rates of discipline infractions were reported amongst the individual campuses that employed a higher number of qualified teachers within the school.

Author

• John Andrew Williams, University of North Carolina - Charlotte