What Do We Know About School Discipline Reform?
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Key Findings
In general, we find that the evidence for critiques of exclusionary discipline and in support of alternative strategies is relatively thin. In part, this is because many discipline reforms at the state and local levels have only been implemented in the last few years. While disparities in school discipline by race and disability status have been well documented, the evidence is inconclusive as to whether or not these disparate practices involve racial bias and discrimination. Further, the evidence on alternative strategies is mainly correlational, suggesting that more research is necessary to uncover how alternative approaches to suspensions affect school safety and student outcomes.
In recent years, many policymakers and educators have called for the adoption of alternatives to exclusionary discipline that allow students to stay in school and not miss valuable learning time. Currently, discipline reform efforts are underway at the federal, state and school-district levels. In this article, we summarize the critiques of exclusionary discipline and examine the research base on which discipline policy reform rests. We also describe the alternative approaches that are gaining traction in America’s schools and present the evidence on their efficacy. Throughout, we consider what we know (and don’t yet know) about the effect of reducing suspensions on a variety of important outcomes, such as school safety, school climate, and student achievement.
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