Monday, July 16, 2018

A Review of Disciplinary Interventions in K12 Public Education

As described in this post, I have been involved on-again, off-again in a study of disparate disciplinary practices in Richmond, Virginia, area K-12 public schools being conducted by MERC (Metropolitan Educational Research Consortium ) at my graduate school institution, Virginia Commonwealth University.

I participated in this podcast on the topic and was a third author on this policy brief, entitled, Why do racial disparities in school discipline exist? The role of policies, processes, people, and places.

This past May, we published another policy brief, which I was first author on, entitled, A Review of Disciplinary Interventions in K12 Public Education:
As a part of the Achieving Racial Equity in School Disciplinary Policies and Practicesstudy from the Metropolitan Educational Research Consortium, this literature brief offers an overview of school discipline interventions in K12 public education. This includes more punitive models that have been used in the past that have contributed to racial disparities in discipline outcomes, including corporal punishment and zero-tolerance policies. Additionally, this brief offers an overview of four prominent alternative approaches to school discipline: Trauma Informed Care, Positive Behavioral Interventions and Supports, Culturally Responsive Positive Behavioral Interventions and Supports, and Restorative Practices. The literature brief offers the history, theory of action, and evidence of effectiveness for each alternative discipline approach and offers a discussion of how to effectively implement them in schools. Implications for the Commonwealth of Virginia are discussed throughout the brief.
Go here to read the whole thing.
 

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