SCHOOL DISCIPLINE POLICIES AND PRACTICES IN A MID-ATLANTIC INNER-RING SUBURBAN SCHOOL DISTRICT: A DESCRIPTIVE CASE STUDY

Abstract

School disciplinary policies and practices are essential to public school systems throughout the United States. However, approximately 40 years of research has consistently demonstrated that school discipline policies and practices are often punitive, racially disproportionate, and have led to a host of negative outcomes for students, especially students of color. As a result, educators are focusing on employing interventions that may be used to reduce punitive discipline practices and improve student behaviors in school. The purpose of this qualitative descriptive case study was a) to explore the lived experiences of educational leaders who serve as high school counselors, high school building administrators, and central office administrators as they relate to school discipline, b) to gain a detailed understanding of the discipline policies and practices processes at a high school in a Mid-Atlantic inner-ring suburban school district, and c) to interrogate the disparate impact of disciplinary policies and practices, particularly on Black males. To describe, analyze, and provide an interpretation of the current school discipline policies and practices at one high school in a Mid-Atlantic inner-ring suburban school district the following research questions were investigated: 1) What is happening at a Mid-Atlantic inner-ring suburban high school related to school discipline? 2) How do high school counselors, high school building administrators, and central office administrators describe school discipline policies and practices at Woodland High School? 3) In what ways do the school leadership, school discipline policies and procedures, school disciplinary data, and school-based interventions provide insight into school discipline at Woodland High? Data was collected from documents and semi-structured interviews with sixteen participants who were a combination of counselors and administrators. Wolcott’s (1994) process for analysis of qualitative research was applied through description, analysis and interpretation of the data. Framed by racial and justice literatures and lenses, the findings revealed: a) implementation of restorative practices, b) need for classroom management and cultural competency training for teachers, c) minimal teaching of behavioral expectations, and d) racially disproportionate discipline. Hence, this study recommends emphasis dedicated to: 1) teaching expectations; 2) providing classroom management and cultural competency training for teachers; 3) revamping data collection and reporting; and 4) fostering social justice leadership.