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.
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.
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.
Texas students starting at the pre-k level are receiving high rates of in- and out- of school suspension, according to a study by the Texas Appleseed.
This report from the American Progress highlights the trends around preschool discipline, and details the interconnected factors that augment these trends, including the rise of zero-tolerance policies and mental health issues in young children. It also explores factors that cause suspensions and expulsions, which includes the implicit biases of teacher and school administrators, the lack of resources for teachers and more.
To understand discipline practices between and within school sectors, better data is needed. This report from the Center on Reinventing Public Education recommends a comprehensive approach to capturing discipline data and to evaluating and comparing school discipline practices.
Massachusetts public and charter schools suspended kindergarten and pre-kindergarten students 603 times in the 2014-15 school year, a WBUR analysis of state data shows. Students in their first year of school were sent home for offenses that included hitting, disrupting, disrespecting, throwing things and fighting.
I never had a student change his behavior for the better because he was suspended. Most of the time students returned and reoffended. Time away from school seemed to exacerbate problems, not fix them.
For several months, the Houston school board has grappled with how it disciplines its youngest students. Now the board is poised to make a major change, since it reversed its vote at its recent meeting and moved closer to a ban.