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State of Discipline: A Snapshot of Discipline Allocation in North Carolina Public Schools

dc.contributor.advisor Katezenelson, Susan
dc.contributor.author Ashley, Arnold
dc.date.accessioned 2018-05-22T15:40:45Z
dc.date.available 2018-05-22T15:40:45Z
dc.date.issued 2018-01
dc.identifier.uri https://hdl.handle.net/10161/16755
dc.description.abstract This report provides a detailed picture of the state of discipline allocation in North Carolina public and, to an extent, charter schools up until the 2016-2017 school year. It specifically examines suspensions, expulsions, and instances of corporal punishment. It pays special attention to discipline gaps related to both exceptional students and those of racial/ethnic minority groups. It also offers insight on the discipline of early learners. All the data in this report comes from the North Carolina Department of Public Instruction (DPI). Original data analysis was performed by the author. However, all raw data, including student population statistics and instances of exclusionary discipline/corporal punishment, were reported directly to DPI, as mandated by state law. This data is publicly available, which allowed for the calculation of discipline rates and gaps in allocation by student group. As demonstrated by the data, North Carolina schools still over-utilize punitive disciplinary practices like suspensions, expulsions, and corporal punishment, despite compelling evidence that the practices negatively impact students' academic and social development. The over-reliance on punitive discipline continues, despite a 2011 change in state-wide education legislation and is especially pronounced for black and American Indian students. Children with disabilities too are disproportionately disciplined. Elementary-aged students are subject to exclusionary discipline and corporal punishment at an alarming rate, as well. To combat harmful trends in school discipline procedure and allocation, this report not only highlights areas of the state that would benefit most from interventions, but also offers specific, evidence-based recommendations.
dc.language.iso en_US
dc.subject Education Policy
dc.subject Suspension Gap
dc.subject North Carolina Public Schools
dc.subject North Carolina Charter Schools
dc.subject School Discipline
dc.subject Race
dc.subject Exceptional Students
dc.subject Public Policy
dc.subject Disproportionality
dc.title State of Discipline: A Snapshot of Discipline Allocation in North Carolina Public Schools
dc.type Master's project
dc.department The Sanford School of Public Policy
duke.embargo.months 0


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