The Council of State Governments Justice Center (CSG Justice Center) released the School Discipline Consensus Report on June 3. The report generated significant media attention, including articles and op-eds in The Washington Post, The Wall Street Journal, and The New York Times, among others.
School Discipline Consensus Project
Supporting Schools to Improve Students’ Engagement and Juvenile Justice Outcomes
Millions of U.S. public school students in grades K-12 are suspended or expelled in an academic school year, particularly students in middle and high school. Research demonstrates that when students are removed from the classroom as a disciplinary measure, the odds increase dramatically that they will repeat a grade, drop out, or become involved in the juvenile justice system. These negative consequences disproportionately affect children of color as well as students with special needs. Policymakers and practitioners have a growing need to identify strategies for effectively managing students’ behavior and aligning schools’ policies in order to support student engagement and learning, and reduce poor academic outcomes and juvenile justice contact. Although some states and local governments have taken promising steps to address these issues, decision makers and front-line practitioners lack a comprehensive, multisystem approach to making school discipline more effective.
In response, the Council of State of Governments (CSG) Justice Center is launching a national consensus-building project that will convene experts in such fields as school safety, behavioral health, education, juvenile justice, social services, law enforcement, and child welfare. Youth, parents, and community partners will also play a critical and active role in the project to develop creative solutions.
The project will result in a comprehensive report that provides implementation guidance to minimize the dependence on suspension and expulsion to manage student behaviors, improve students’ academic outcomes, reduce their involvement in the juvenile justice system, and promote safe and productive learning environments.
The project is administered in coordination with the Supportive School Discipline Initiative launched by the U.S. Attorney General and the U.S. Secretary of Education in July 2011 and is supported by a public/private partnership that includes the Office of Juvenile Justice and Delinquency Prevention, NoVo Foundation, The California Endowment, and The Atlantic Philanthropies.
Multidisciplinary advisory groups have been convened to identify key issues related to academic success, juvenile justice concerns, and safe and engaging learning environments. Drawing on research, promising practices from across the country, and the expertise and experience of individuals affected by school disciplinary measures, these groups will reach agreement on recommended policies and practices that will make the most effective use of multiple systems’ resources.
The project team has also held focus groups and listening sessions with youth and professionals from various disciplines to ensure that all perspectives and voices are heard in developing recommendations for keeping children in the classroom and out of the juvenile justice system whenever possible.
To learn more about the large group convenings, click here.
On June 9, U.S. Attorney General Eric Holder and Secretary of Education Arne Duncan released a joint letter to every state school superintendent and attorney general to emphasize the commitment and efforts made by the U.S. Departments of Justice and Education to improve educational outcomes for youth in the juvenile justice system.
The Council of State Governments (CSG) Justice Center released today a comprehensive report providing school leaders and state and local government officials more than 60 recommendations for overhauling their approach to school discipline.
Presenters in this webinar discuss key strategies for providing high-quality education for youth in confinement, and strategies for helping youth to successfully transition from confinement to schools in their community.
This webinar reviews a groundbreaking report released by the CSG Justice Center in June 2014, which provides 60 bipartisan field-driven policy and practice recommendations to provide students with safe, productive learning environments; effectively respond to students’ behavioral health needs; limit […]
This webinar provides an overview of the recommendations in the School Discipline Consensus Report and highlights promising approaches from across the country. The panelists engage participants in an interactive discussion on ways in which local jurisdictions and practitioners can move […]
A number of recent studies and reports have examined the school-to-prison pipeline and its impact on students of color. This report from the Social Science Research Network looks at effects of the pipeline on American Indian students.
The use of harsh discipline in elementary and high schools–suspensions and expulsions–has skyrocketed since the mid-1990s, and there is now growing awareness of the harmful effects of such practices. Largely neglected in the conversation, however, has been the impact of harsh discipline on college admissions.
There are large racial disparities in school discipline in the United States, which, for black students, not only contribute to school failure but also can lead toward eventual incarceration. Although the disparities have been well documented, the psychological mechanisms underlying them are unclear. In this report from Stanford University, the authors tested the hypothesis that such disparities are, in part, driven by racial stereotypes that can lead teachers to escalate their negative responses to black students over the course of multiple interpersonal (e.g., teacher-to-student) encounters.
A groundbreaking new study, conducted by the Center for Community Alternatives, a New York-based organization that advocates on behalf of students who have had prior court involvement, found that half of all high schools disclose disciplinary information as requested, at least in some cases.
A recent report released by the National Council on Disability examines the policies and practices that push the nation’s schoolchildren, especially those most at risk, out of classrooms and into the juvenile and criminal justice systems.
The state has low overall suspension rates, but it still has disparities in which students are getting sent home.