Effective Student Discipline: Keeping Kids in Class

The Challenge
Studies have demonstrated that ‘zero tolerance’ school policies and other factors have triggered a growing reliance by school officials on the most stringent administrative sanctions available or on referrals to the court system for a growing number of student behaviors. Some argue that the schools use overly stringent disciplinary options for relatively minor incidents. Long term absences from class increase the likelihood that the student will ultimately fail and drop out before obtaining a high school degree. High school dropouts are significantly disadvantaged economically and have a higher risk of entry into a life of crime than their better educated peers. The phenomenon of arguably excessive school disciplinary action disproportionately impacts disadvantaged youth, especially young black males. Any evaluation of school disciplinary practices must also address the legitimate concerns of school systems, parents and students that the school yard and the class room provide an environment that is safe and conducive to learning.

Effective Student Discipline: Keeping Kids in Class

While there is anecdotal evidence that Georgia schools are faced with the school disciplinary challenges that have been reported in other states, this multi-phase project

  1. provides a comprehensive, objective assessment of public school student discipline in Georgia, and
  2. seeks to identify any changes that would benefit all of Georgia's students.

The Phase I Report is complete and available to download here. It includes:

  1. An analysis of student discipline data collected from schools and school districts by the Georgia Department of Education;
  2. A review of the student discipline policies in place in sixty schools in fifteen school districts located throughout the state;
  3. An assessment of current state law concerning public school student discipline.

Phase II will seek input from stakeholders in the school discipline process in order to identify additional research or analysis that may be appropriate, other areas of concern in the public school disciplinary system, and possible responses to any such areas of concern. Phase II is due for completion in December 2010.

The Effective Student Discipline (ESD) Consulting Committee, comprised of multi-disciplinary experts of school discipline issues, will provide advice throughout the process.

To learn more, contact Rob Rhodes, Georgia Appleseed Director of Legal Affairs.