Influence over school discipline policy: Variation across levels of governance, school contexts, and time

Abstract

Little research explores the relative influence of various stakeholders on school discipline policy. Using data from the SASS and ordered logistic regression, this study explores such influence while assessing variation across schools types and changes over time. Principals consistently rate themselves and teachers as the most influential stakeholders over setting school discipline policy. The proportion of racial minorities in a school predicts greater influence from higher levels of governance while charter schools report less. Increases in influence of principals and teachers over time are documented. The results may inform both policymakers and practitioners as they work to improve equitable disciplinary outcomes for students. Keywords: discipline; expulsion; suspension; policy; implementation Influencia sobre las políticas de disciplina escolar: Variación según la gobernanza, contextos escolares y tiempo Resumen: Pocos estudios exploran la influencia relativa de varias partes interesadas en las políticas de disciplina escolar. Utilizando datos del SASS y la regresión logística ordenada, este estudio explora esta influencia al evaluar la variación entre los tipos de escuelas y los 2 Education Policy Analysis Archives Vol. 25 No. 119 cambios a lo largo del tiempo. Los directores constantemente califican a sí mismos y a los maestros como los interesados más influyentes en establecer la política de disciplina escolar. La proporción de minorías raciales en una escuela predice una mayor influencia de los niveles superiores de gobierno, mientras que las escuelas autónomas informan menos. Se documentan aumentos en la influencia de los directores y docentes a lo largo del tiempo. Los resultados pueden informar tanto a los legisladores como a los profesionales a medida que trabajan para mejorar los resultados disciplinarios equitativos para los estudiantes. Palabras clave: disciplina; expulsión; suspensión; política; implementación Influência sobre as políticas de disciplina escolar: Variação de acordo com a governança, contextos escolares e tempo Resumo: Poucos estudos exploram a influência relativa de várias partes interessadas sobre as políticas de disciplina escolar. Usando dados do SASS e ordenou regressão logística, este estudo explora essa influência ao avaliar a variação entre os tipos de escolas e mudanças ao longo do tempo. Os directores classificam-se de forma consistente e os professores como as partes interessadas mais influentes sobre a definição da política de disciplina escolar. A proporção de minorias raciais em uma escola prevê uma maior influência dos níveis mais altos de governança, enquanto as escolas charter relatam menos. Aumenta a influência dos diretores e professores ao longo do tempo. Os resultados podem informar tanto os formuladores de políticas como os profissionais, na medida em que trabalham para melhorar os resultados disciplinares equitativos para os alunos.

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

“…A district could codify “restorative practices” as a response option without providing any training, supports, or incentives for school leaders and staff to actually use the approach. To the extent that school principals and teachers are generally viewed as having the greatest influence over discipline policy (Curran, 2017), autonomy at the school and classroom level means that such local actors, or street-level bureaucrats, will have much influence on the way that the state reform is translated from district policy to ground-level implementation (Lipsky, 1980). Given that individual tiers include a mix of both punitive and more supportive responses, educators could vary in the application of exclusionary or punitive responses even when responding from the same tier.…”

Principal Beliefs Predict Responses to Individual Students’ Misbehavior

“…Principal prevention mindsets also predicted less exclusionary discipline in real-world contexts.Roughly 2.7 million K-12 students received at least one out-of-school suspension during the 2017-2018 academic year (U.S. Department of Education, 2018). This number is especially alarming given that suspensions and expulsions are associated with decreased academic achievement and increased likelihood of dropping out of school, outcomes highlighted in recent policy reform and research (Okonofua et al, 2020).School policies and their implementation are driven by the mindsets of principals (Curran, 2017). As arbitrators of school policy, principals determine how and when discipline policy is administered.…”

“…As arbitrators of school policy, principals determine how and when discipline policy is administered. Principals, teachers, and researchers alike indicate that principals have more influence over discipline policy compared to other school policies (e.g., staffing, curriculum; Curran, 2017; Ni et al, 2018). Principal leadership styles and propensity for utilizing different discipline options have consequential effects on the academic and life outcomes of the student body (Grissom et al, 2013; Sorensen et al, 2021).…”

“…School policies and their implementation are driven by the mindsets of principals (Curran, 2017). As arbitrators of school policy, principals determine how and when discipline policy is administered.…”