Reforming School Discipline: Responses by School District Leadership to Revised State Guidelines for Student Codes of Conduct

Autor/inn/en	Curran, F. Chris; Finch, Maida A.
Titel	Reforming School Discipline: Responses by School District Leadership to Revised State Guidelines for Student Codes of Conduct
Quelle	In: Educational Administration Quarterly, 57 (2021) 2, S.179-220 (42 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Curran, F. Chris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X20925893
Schlagwörter	Educational Change; Discipline Policy; Administrator Surveys; School Districts; State Policy; Guidelines; School Policy; Leaders; Suspension; Elementary Secondary Education; Intervention; Behavior Problems; Expulsion; Behavior Modification; Maryland + Suchen Sie Ihr Suchwort? Bildungsreform; Disziplinarmaßnahme; School district; Schulbezirk; Richtlinien; Schulpolitik; Fachleiter; Ausschluss; Schulausschluss; Relegation; Behaviour modification; Verhaltensänderung
Abstract	Purpose: Over the past decade, increasing attention to the negative impacts of exclusionary discipline and disparities therein has led many state educational leaders to enact school discipline reforms. This study examined the response by school district leadership to a state's revision of guidelines for student codes of conduct. Data: This study leveraged longitudinal data on school district codes of conduct from the 2013-2014 to 2015-2016 school years across the state of Maryland. Codes of conduct were coded in an iterative fashion according to a common set of infraction-response combinations. Research Design: Using a pre-post analytic design, this study examined changes in districts' codified infractions, responses to infractions, and the overall tier of response. Furthermore, the study compared alignment between state guidelines and district codes of conduct while exploring variation in codified discipline across districts. Findings: Findings suggest that leaders in districts increased the number of response options available for most types of infractions, with the largest increases occurring for more serious infractions. While these increases tended to be driven by increases in the codification of less exclusionary responses, there were nevertheless sizeable increases in the availability of in-school suspension and removal/intervention. In almost all cases, school districts reported distributions of response options that were at a higher tier level than that recommended by the state. Conclusions: Findings are discussed in the context of current efforts to reform school discipline and the implications of such reform for implementation by district and school leadership. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01