Juvenile Justice Information Exchange By Sarah Zahedi When high school sophomore Mykia Moore got into an argument with her best friend over a boy last year at Augustus Hawkins High School in South Los Angeles, the dispute quickly escalated into […]
Breaking Schools’ Rules: A Statewide Study on How School Discipline Relates to Students’ Success and Juvenile Justice Involvement
The CSG Justice Center, in partnership with the Public Policy Research Institute at Texas A&M University, has released an unprecedented statewide study of nearly 1 million Texas public secondary school students, followed for at least six years. Among its startling findings are that the majority of students were suspended or expelled between seventh to twelfth grade.
Funded by the Atlantic Philanthropies and the Open Society Foundations, this study also found that when students are suspended or expelled, the likelihood that they will repeat a grade, not graduate, and/or become involved in the juvenile justice system increases significantly. African-American students and children with particular educational disabilities who qualify for special education were suspended and expelled at especially high rates.
To browse an online version of the report, click on the cover below and scroll through the pages using the arrow buttons on the sides. A link to download the pdf is included below the online version of the report.
A briefing to present the findings of the Texas study, conducted by the Council of State Governments (CSG) Justice Center in partnership with the Public Policy Research Institute at Texas A&M University, was held on Tuesday, July 19, 2011. The event also featured a discussion by Texas stakeholders about strategies to keep schools safe and reduce high rates of suspension and expulsion.
Download the Press Release: New Report on How School Discipline Relates to Academic and Juvenile Justice Outcomes (.pdf)
Related ResourcesOpportunities Suspended: The Disparate Impact of Disciplinary Exclusion from School
The first in an ongoing series of national studies by the Center for Civil Rights Remedies at the Civil Right Project.Barbara Jordan Freedom Foundation School Discipline conference, Feb. 2012.
CSG Justice Center Research Director Tony Fabelo featured on research panel.
Under the bill, students in the 5th grade or lower could be suspended or expelled for only three specific circumstances, such as intentionally causing serious physical harm to other students or school employees.
Around the country, schools are finding that policies intended to make schools safer and less chaotic often backfire. A spike in expulsions and suspensions has disproportionately affected black and Latino students, especially in poor communities.
The Supportive School Climate Act would address the so-called school-to-prison pipeline by reducing suspensions and expulsions and promoting positive, trusting relationships between students, especially those who have been abused, with adults in a school environment.
The Nevada Senate has approved a bill that would give school superintendents new discretion in student discipline.