Instead of suspending or expelling students who get into fights or act out, restorative justice seeks to resolve conflicts and build school community through talking and group dialogue.
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.
Instead of the old, zero-tolerance approach, principals in Kent County, Washington, now have more discretion to weigh the factors behind kids’ behavior.
For all the attention placed on problems that black boys face in terms of school discipline and criminal justice, there is increasing focus on the way those issues affect black girls as well.
Tardiness is the second most common cause for discipline in the Hillsborough County Public Schools in Florida.
Our Board of Education in Chapel Hill, North Carolina, has adopted a series of policies on student behavior, and all schools have developed school-wide Positive Behavior Interventions and Support (PBIS) teams to set expectations for behavior so that students are aware of permissible and impermissible behavior.