Rolling Back Zero Tolerance: The Effect of Discipline Policy Reform on Suspension Usage and Student Outcomes

Lacoe, Johanna; Steinberg, Matthew P.

doi:10.1080/0161956x.2018.1435047

Cited by 52 publications

(49 citation statements)

References 38 publications

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“…These results are consistent with other evidence on how marginal changes in school-year length may improve student achievement (e.g., Goodman, 2014). Further, estimates of policy-induced improvements in math and reading achievement of 0.02 standard deviations, though not statistically different from zero, are equivalent in magnitude to estimates of the (negative) effect of receiving a two-day classroom disorder OSS on student achievement (Lacoe and Steinberg, 2017a).…”

Section: Changes In Outcomes For Suspended Studentssupporting

confidence: 88%

“…However, there is little empirical evidence on the efficacy of recent discipline policy reforms aimed at reducing the use of suspensions. Prior work from Philadelphia finds that, at the district level, discipline policy reform successfully decreased the use of suspensions for lowerlevel, non-violent student misconduct while also reducing the prevalence of more serious student misconduct (Lacoe and Steinberg, 2017a). While Lacoe and Steinberg (2017a) considered whether the policy reform was an effective approach to reduce the overall use of suspensions at the district level, the authors were unable to distinguish between effects on suspended students and their peers.…”

Section: Related Literaturementioning

confidence: 99%

“…Prior work from Philadelphia finds that, at the district level, discipline policy reform successfully decreased the use of suspensions for lowerlevel, non-violent student misconduct while also reducing the prevalence of more serious student misconduct (Lacoe and Steinberg, 2017a). While Lacoe and Steinberg (2017a) considered whether the policy reform was an effective approach to reduce the overall use of suspensions at the district level, the authors were unable to distinguish between effects on suspended students and their peers. Additional evidence comes from Chicago Public Schools, which implemented a districtwide policy reform aimed at reducing the length of out-of-school suspensions for more serious student misconduct.…”

Section: Related Literaturementioning

confidence: 99%

“…Increasingly, out-of-school suspensions have been used as a response to lower-level, nonviolent student behavior (Steinberg and Lacoe, 2017;Lacoe and Steinberg, 2017a). Nationwide, insubordination (i.e., the refusal to obey a teacher's directions) has accounted for an increasing share of all serious disciplinary actions-that is, suspensions for five or more days, transfers to specialized schools, and expulsion-from 22 percent during the 1999-2000 school year to 43 percent in 2007-08 (Steinberg and Lacoe, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…The code reforms also gave school administrators greater discretion in determining punishments. Before, the maximum suspension length was 10 days, but the new code stated that in the case of a serious infraction, a principal or assistant principal could give a suspension for up to 5 school days(Lacoe and Steinberg, 2017a).…”

mentioning

confidence: 99%

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Reforming School Discipline: School-Level Policy Implementation and the Consequences for Suspended Students and Their Peers

Steinberg

Lacoe

2018

American Journal of Education

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States and districts across the country are revising their discipline polices to reduce the use of out-of-school suspensions (OSS). Yet, the academic and behavioral consequences of these recent reforms, for suspended students and their non-offending peers, are largely unknown. In this paper, we examine a district-level policy reform in the School District of Philadelphia which prohibited the use of OSS for two specific classroom disorder infractions. Using student-level panel data, we employ a difference-in-differences approach to examine the relationship between the policy reform and student suspensions, achievement and school attendance. We find that OSS for classroom disorder infractions decreased following the reform, and attendance and academic proficiency improved for students who were suspended prior to the reform. While disparities in suspension rates among special education students decreased following the reform, black students were more likely to be suspended for more serious infractions. For non-offending peers, changes in outcomes following the policy reform varied with school-level implementation.In schools that eliminated OSS for classroom disorder, peer achievement and attendance were unaffected post-reform. In contrast, in schools that did not fully implement the district reform, non-offending peer math achievement declined and school absences increased. These findings should inform policymakers and practitioners on the importance of school-level policy implementation and the potential for adverse spillover effects on non-offending students.

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Section: Changes In Outcomes For Suspended Studentssupporting

confidence: 88%

Section: Related Literaturementioning

confidence: 99%

Section: Related Literaturementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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Reforming School Discipline: School-Level Policy Implementation and the Consequences for Suspended Students and Their Peers

Steinberg

Lacoe

2018

American Journal of Education

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Zero Visions and Other Safety Principles

Hansson

2022

The Vision Zero Handbook

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Safety management is largely based on safety principles, which are simple guidelines intended to guide safety work. This chapter provides a typology and systematic overview of safety principles and an analysis of how they relate to Vision Zero. Three major categories of safety principles are investigated. The aspiration principles tell us what level of safety or risk reduction we should aim at or aspire to. Important examples are Vision Zero, continuous improvement, ALARA (as low as reasonably achievable), BAT (best available technology), cost-benefit analysis, cost-effectiveness analysis, risk limits, and exposure limits. The error tolerance principles are based on the insight that accidents and mistakes will happen, however much we try to avoid them. We therefore have to minimize the negative effects of failures and unexpected disturbances. Safety principles telling us how to do this include fail-safety, inherent safety, substitution, multiple safety barriers, redundancy, and safety factors. Finally, evidence evaluation principles provide guidance on how to evaluate uncertain evidence. Major such principles are the precautionary principle, a reversed burden of proof, and risk neutrality.

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Zero Visions and Other Safety Principles

Hansson

2022

The Vision Zero Handbook

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Rolling Back Zero Tolerance: The Effect of Discipline Policy Reform on Suspension Usage and Student Outcomes

Cited by 52 publications

References 38 publications

Reforming School Discipline: School-Level Policy Implementation and the Consequences for Suspended Students and Their Peers

Reforming School Discipline: School-Level Policy Implementation and the Consequences for Suspended Students and Their Peers

Zero Visions and Other Safety Principles

Zero Visions and Other Safety Principles

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