This is a summary of the report
Discipline Policies, SuccessfulSchools, and Racial Justice
, writ-ten by Daniel J. Losen, published bythe National Education Policy Center and funded by the Ford Foundationand the Great Lakes Center for Edu-cation Research and Practice.The complete report, along with sug- gested statutory changes to implement the report’s recommendations, will beavailable as of October 5, 2011, at:http://nepc.colorado.edu/publication/ discipline-policies.
State legislation is an important lever for improving the equity of student discipline policies.However, states vary tremendously, and only some provide accurate public reports on schooldiscipline, support effective programs like Positive Behavioral Interventions and Supports(PBIS), or ensure teachers are well trained in classroom and behavior management. Followingare three recommendations for improving state legislation.
State Legislative Recommendations to PromoteFair and Effective School Discipline
N E P C D I S C I P L I N E R E S O U R C E S H E E T
Strengthen Support and Training for Teachers toImprove Classroom and Behavior Management
Teaching staff in all schools and districts, especially those with high exclusion rates, should receivetechnical assistance on classroom and behavioralmanagement and positive behavior supports. Training in classroom and behavior managementcan be added to state teacher certification require-ments.
Improve Annual Collection and Reporting ofDiscipline Data
Annual reporting should include all types of disci-plinary actions taken and their frequency and dura-tion. Annual reporting should also includedisciplinary actions taken by type of offense(weapons and violence, but all minor violations as well), disciplinary actions taken for first-timeoffenses, and the number of students suspendedmore than once per school year. All of the above should be reported at the school,district, and state level and be disaggregated by race, gender, disability status, ELL status, andsocio-economic status.
Connecticut law requires teachers tocomplete training in child and adoles-cent development and evidence-basedclassroom and behavior managementto receive professional certification.
• Massachusetts has introduced legisla-tion that would require annual publicreporting of disciplinary exclusionsby race, gender, special educationstatus, socioeconomic status, Englishlanguage proficiency, reason andlength of exclusion, total days ofschool missed, and alternative edu-cation services provided.• Colorado, Florida, Kentucky, Mary-land, Minnesota, North Carolina,Texas, Wisconsin, and New YorkCity all require public reporting ofdisaggregated discipline data.