||In this paper, I utilized qualitative research methods to analyze North Carolina’s
middle and high school charter disciplinary policies with a focus on three particular
1. What differences, if any, exist between disciplinary processes in North Carolina
charter and traditional public schools?
2. How does implementation differ from the stated policies in each type of school?
3. How do patterns of variation in stated policies and their implementation vary
between charter and traditional schools?
There were two components to my study. The first involved an analysis of the disciplinary
processes employed by charters and their traditional counterparts. In order to examine
processes, I began by reading and coding student codes of conduct for all middle and
high school charters in the state. I also read and code student codes of conduct for
4 traditional public school districts: Durham, Mecklenburg, Orange and Wake County.
The second component of my research involved an analysis of the implementation of
the aforementioned processes. I conducted semi-structured interviews with select charter
school and traditional public school administrators in the 4 counties. The interviews
provided information on differences between processes and implementation and whether
they varied across charters and traditional public schools.