Disproportionate Minority Representation in Suspension and Expulsion in Minnesota Public Schools&lt;BR&gt; A report from the Minnesota Department of Education

Anfinson, Allison; Autumn, Stephanie; Lehr, Cammy; Riestenberg, Nancy; Scullin, Sarah

doi:10.18546/ijsd.07.2.02

Cited by 13 publications

(4 citation statements)

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“…Furthermore, a preponderance of evidence establishes that exclusionary discipline approaches are used inequitably across student race and gender (Blake et al, 2011; Brown & Tillio, 2013; Curran, 2016, 2019; Losen & Martinez, 2013; Losen & Skiba, 2010; Pearman et al, 2019). Specifically, students of color are more likely to be suspended or expelled than White students (Anderson & Ritter, 2017; Anfinson et al, 2010; Fabelo et al, 2011; Hoffman, 2014; Kinsler, 2011; Sartain et al, 2015; Skiba et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

Reforming School Discipline: Responses by School District Leadership to Revised State Guidelines for Student Codes of Conduct

Curran

Finch

2020

Educational Administration Quarterly

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Purpose: Over the past decade, increasing attention to the negative impacts of exclusionary discipline and disparities therein has led many state educational leaders to enact school discipline reforms. This study examined the response by school district leadership to a state’s revision of guidelines for student codes of conduct. Data: This study leveraged longitudinal data on school district codes of conduct from the 2013–2014 to 2015–2016 school years across the state of Maryland. Codes of conduct were coded in an iterative fashion according to a common set of infraction–response combinations. Research Design: Using a pre–post analytic design, this study examined changes in districts’ codified infractions, responses to infractions, and the overall tier of response. Furthermore, the study compared alignment between state guidelines and district codes of conduct while exploring variation in codified discipline across districts. Findings: Findings suggest that leaders in districts increased the number of response options available for most types of infractions, with the largest increases occurring for more serious infractions. While these increases tended to be driven by increases in the codification of less exclusionary responses, there were nevertheless sizeable increases in the availability of in-school suspension and removal/intervention. In almost all cases, school districts reported distributions of response options that were at a higher tier level than that recommended by the state. Conclusions: Findings are discussed in the context of current efforts to reform school discipline and the implications of such reform for implementation by district and school leadership.

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Section: Introductionmentioning

confidence: 99%

Reforming School Discipline: Responses by School District Leadership to Revised State Guidelines for Student Codes of Conduct

Curran

Finch

2020

Educational Administration Quarterly

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“…In the US, practitioners and scholars advocate for RJ as a project for reducing discipline gaps (Anfinson et al, 2010;Browne-Dianis, 2011;Kim et al, 2012). RJ correlates with a reduction in suspension, but its potential to narrow discipline gaps is unclear.…”

Section: Rj In the Us Contextmentioning

confidence: 99%

“…In the US, practitioners and scholars advocate for RJ as a project for reducing discipline gaps (Anfinson et al. , 2010; Browne-Dianis, 2011; Kim et al.…”

Section: Literature Reviewmentioning

confidence: 99%

What makes restorative justice equitable? “It’s a practice, not a program.”

Lustick,

Hakouz,

Ward-Seidel

et al. 2024

JEA

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PurposeThis study facilitated restorative coordinators in co-constructing and proposing solutions to common problems in RJ implementation.Design/methodology/approachThis study used grounded theory to examine barriers to equitable restorative justice (RJ) implementation in the US. Drawing on interviews and focus groups with restorative coordinators, we used a combination of inductive and deductive coding consistent with the grounded theory approach.FindingsCoordinators distinguished between RJ as a top-down, isolated “program” versus RJ as a collaborative “practice” among all stakeholders. Only the latter was equitable, in their view, and required a consistent principal commitment to building and maintaining an inclusive school culture. Participants recommended that teacher and principal preparation provide opportunities to cultivate critical consciousness and participate in RJ practices.Originality/valueExisting research on discipline reform tends to focus on outcomes, such as suspension rates. Instead, participants focused on the reform process, viewing equitable RJ as an ongoing “practice” to improve school culture. Our findings also open new discussions about leadership preparation content and pedagogy: participants called for preparation programs to cultivate critical consciousness and facility with RJ. Lastly, the study’s recruitment and focus group design raise important considerations for future RJ research.

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“…School practitioners, researchers, and policymakers are increasingly calling for nonpunitive alternatives to zero tolerance policies-known generally as "restorative practices"-that emphasize repairing harm rather than punishing misbehavior. Restorative practices do, indeed, correlate with a reduction in school suspension rates (Anfinson et al, 2010;Chin, Rowdy, Jimerson, & Rime, 2012;Christie, Nelson, & Jolivette, 2004;Skiba et al, 2013). Yet, these decreases in suspensions are only for White students (Vincent, Swain-Bradway, Tobin, & May, 2011;Vincent, Tobin, Hawken, & Frank, 2012).…”

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confidence: 99%

“Restorative Justice” or Restoring Order? Restorative School Discipline Practices in Urban Public Schools

Lustick

2017

Urban Education

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Suspension rates for students of color are higher than for White students, even in schools that utilize alternatives to suspension like restorative practices. This study draws on data from a year-long multicase ethnography that sought to elucidate why such disproportionality prevails in schools that use restorative practices. This article focuses on one finding: that the individuals hired to be restorative coordinators were consistently young, non-White staff from the same neighborhoods as their students. The majority-White faculty and administration greatly depended on these coordinators to bond with, contain, and compel obedience from students of color.

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Disproportionate Minority Representation in Suspension and Expulsion in Minnesota Public Schools<BR> A report from the Minnesota Department of Education

Cited by 13 publications

References 0 publications

Reforming School Discipline: Responses by School District Leadership to Revised State Guidelines for Student Codes of Conduct

Reforming School Discipline: Responses by School District Leadership to Revised State Guidelines for Student Codes of Conduct

What makes restorative justice equitable? “It’s a practice, not a program.”

“Restorative Justice” or Restoring Order? Restorative School Discipline Practices in Urban Public Schools

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