Thursday, August 28, 2014

Study: Zero Tolerance Does Not Improve Learning

October 12, 2011 by twalker  
Filed under Featured News, Top Stories

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By Teal Ruland

Bringing dangerous weapons or drugs into school accounts for about 5 percent of suspensions, but the other 95 percent is incurred by general “disruptive behavior.” Are these relatively small misdeeds justification for such a widespread use of zero tolerance discipline policies? That’s what a new report entitled Discipline Policies, Successful Schools, and Racial Justice explores. Produced by the National Education Policy Center and authored by Daniel Losen of the Civil Rights Project, the report concludes that taking students out of the classroom does not positively affect the education of the better-behaved students. The report also finds a great racial disparity in the way students are disciplined, as well as the consequences of such disciplinary actions.

Losen examines the idea that removing the offending child presents a better learning environment. This in turn suggests higher academic results for the rest of the students. However, the report finds that zero tolerance suspension policies do not result in higher test scores for the remaining learners.

“The frequent use of disciplinary removal is likely not educationally justifiable,” Losen says, “but is likely to have a negative impact on students and their families.”

The report also finds that a disproportionate number of students of color are more severely punished – specifically suspended – for breaking school rules. Data show that this trend has tripled since the early 1970s. Losen shows that White students are disciplined for more objective offenses, such as “smoking, vandalism, leaving without permission, and using obscene language.”

Black students, however, are punished for wrongdoings that require more subjective judgment from the teacher, administrator, or staff member. These less concrete transgressions include excessive noise and disrespectful behavior. Additionally, Black students are suspended for first-time offenses at rates almost double their White counterparts.

Furthermore, a 2010 study, Suspended Education: Urban Middle Schools in Crisis, conducted at 18 of the country’s largest school districts, found that “hundreds of individual schools” had an alarmingly high number of suspension rates for Black males, with numbers over 50 per cent. In 15 of the same 18 schools, one-third of all Black male students were suspended at least once.

Losen suggests an alternative method to disciplining students in the form of system-wide Positive Behavior Interventions and Supports (PBIS). PBIS emphasizes appropriate student behavior, while working to tailor school disciplinary practices. He also proposes more effective and specialized training measures for teachers and other school leaders. He notes, “The significantly higher rates of suspensions as students move from elementary to middle school suggest that classroom management problems become greater as young children become adolescents and are more likely to challenge authority figures.”

Losen also recommends guidance for teachers with added multicultural components to foster more sensitivity, as well as leadership training.

The National Education Association believes that while it is clear that protecting the students and staff from misbehavior and disruptions is one of school leaders‘ most important responsibilities, it is not clear that zero tolerance policies are succeeding in improving school safety. Find out more about NEA’s position on zero tolerance.

 

Comments

4 Responses to “Study: Zero Tolerance Does Not Improve Learning”
  1. Portuguese Brazil – Como professor tenho que concordar com o estudo. Acredito que muito pouco podemos fazer ao excluir um aluno da sala de aula. é preciso criar políticas efetivas de combate às diferenças, em especial, diferenças raciais e socais. Para que hajqa educação é preciso termos alunos dentro da sala de aula, principlamente os que mais precisam dela.

    English – google translator – As a teacher I have to agree with the study. I believe that very little can be done to exclude a student from the classroom. you need to create effective policies to combat differences, in particular, racial differences and social rights. For hajqa education students need in terms of class, Principles who need it most.

    Like or Dislike: Thumb up 0 Thumb down 1

  2. Ken Quick says:

    The article on Zero Tolerance not Improving Learning is a bunch of Hooey. Why do you print such liberal %$#@? Ask yourself this question,”Would you rather have your own child in a class that is free from disruptive children or one where their behavior was tolerated at the expense of the children that want to learn”? This is the type of stuff that gives the NEA a black eye and drives good teachers away from being members.

    Well-loved. Like or Dislike: Thumb up 7 Thumb down 1

  3. Shawn says:

    A similar study concluded that removing rabid wolves from the classroom does not improve the physical safety of the students.

    Like or Dislike: Thumb up 2 Thumb down 0

  4. Marshall says:

    Parents who care about their childrens’ education will increasingly send them to private or charter schools where disciplne is required to promote learning. The rest of the students will drop out and find it difficult to have a career.

    Like or Dislike: Thumb up 0 Thumb down 0

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