The Utah Juvenile Justice Working Group submitted to state leaders a comprehensive set of data-driven policy recommendations designed to increase public safety, effectively hold juvenile offenders accountable, and focus juvenile justice system resources on youth who pose the greatest risk to public safety.
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 a groundbreaking statewide study of nearly 1 million Texas public secondary school students, followed for at least six years. Funded by the Atlantic Philanthropies and the Open Society Foundations, this study 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.
FAQsRead the FAQ's
During the past decade and a half, the number of young people confined or placed out of the home in the juvenile justice system has been cut in half. While there is still much more progress to be made—the country is still incarcerating far too many young people, particularly young people of color—what is happening in the juvenile justice system stands in stark contrast to the challenges seen in reducing adult imprisonment.
The legislation, approved with overwhelming support, tones down “zero tolerance” policies which require automatic suspension or expulsion for students who commit offenses such as assault or bring a weapon to school. Instead, school administrators would be required to consider factors such as student’s age, disciplinary history, whether the student has a disability, and the seriousness of the violation.
“Every school, every school district, and every state should be very serious about routinely and systematically assessing school climate, because it really is one of many key determinants of student performance and success,” says Shaun Harper, executive director of the Center for the Study of Race and Equity in Education at the University of Pennsylvania.
New York State education officials voted recently to change the way the state tracks school violence, hoping to improve a system that has been called confusing and inaccurate. But because the system will continue to rely on schools to report data, it may not offer a clearer picture of how dangerous the schools might be.