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.
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.
When I took the gavel as CSG’s Chairman, I announced our national initiative “State Pathways to Prosperity,” which looks at various strategies to boost states’ efforts to improve education and workforce development. One aspect of this national initiative focuses on keeping kids in school and out of the juvenile justice system.
In this webinar, hosted by American Institutes for Research, panelists from the CSG Justice Center and state and local practitioners explain how school discipline, climate, and safety data can be leveraged to promote sustained funding.
This webinar focuses on how juvenile and criminal justice policymakers and agency leaders can work to reduce recidivism and improve other outcomes for young adults between the ages of 18 and 24 who are involved in these systems. Presenters discuss young adults’ distinct needs, as well as the limited research available on what works to address these needs, and recommend potential steps that policymakers, juvenile and adult criminal justice agency leaders, researchers, and the field can take to improve outcomes for this group of young people.
This webinar highlights three checklists focused on reducing juvenile recidivism, which are now available on the CSG Justice Center website. These checklists can help state and local officials assess whether their juvenile justice system’s policies and practices are aligned with the research on “what works” to reduce recidivism, and to identify opportunities for improvement.
This report from the National Center for Juvenile Justice describes delinquency cases and petitioned status offense cases that courts with juvenile jurisdiction processed in 2015 and presents trends since 2005.
This slide deck from Bellwether Education Partners analyzes education opportunity in juvenile justice schools based on civil rights data collected by the Office for Civil Rights, a division of the U.S. Department of Education.
This report from the U.S. Department of Education’s Office for Civil Rights is a result of data collected related to key education and civil rights issues for the 2015–16 school year from virtually every public school in the country through the Civil Rights Data Collection.
In schools, the study found, black children are disciplined at higher rates, which leads to a higher number of African-Americans in the juvenile justice system—and that disproportionately higher number continues in the adult prison system.
In 2015, 36 percent of Hispanic high schools students and 27.3 percent of black students reported feeling so sad or hopeless every day for two or more weeks that they stopped doing some of their usual activities, according to the state Department of Public Health’s 2015 Connecticut Youth Risk Behavior Survey. By comparison, 22.6 percent of white students answered the same.
Research studies suggest that challenges students face outside the classroom and unacknowledged biases among teachers both are factors in higher discipline rates for students who are black, male, or have disabilities.