The American Educator Panels
Jul 3, 2018
Given the rapidly changing policy landscape, it is important to understand whether educators prioritize discipline reform in their own schools and whether role type and school poverty are related to respondents' likelihood to prioritize discipline reform. This American Educator Panels Data Note provides insight into teachers' and principals' perceptions of the need for discipline reform in their schools.
Educators' Perceptions of Discipline Reform in Their Schools
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Beginning in the late 1980s, policymakers concerned about violence in schools began to enact "zero-tolerance" policies in districts and states across the country. These policies mandated the use of exclusionary discipline for a range of behaviors, including such less serious offenses as classroom disruption and dress code violations. The efficacy of exclusionary discipline has been challenged, given persistent concerns that schools' safety and discipline policies and practices do not create a safe and supportive learning environment for all students; empirical evidence demonstrating persistent disparities in school discipline; and the negative consequences of harsh discipline practices on a number of student, teacher, and school outcomes. Over the last few years, the state policy landscape has begun to dramatically shift away from exclusionary discipline in response to both local and federal pressure. This American Educator Panels Data Note provides insight into teachers' and principals' perceptions of the need for discipline reform in their schools.
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