Influence over school discipline policy: Variation across levels of governance, school contexts, and time

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Abstract

Little research explores the relative influence of various stakeholders on school discipline policy. Using data from the SASS and ordered logistic regression, this study explores such influence while assessing variation across schools types and changes over time. Principals consistently rate themselves and teachers as the most influential stakeholders over setting school discipline policy. The proportion of racial minorities in a school predicts greater influence from higher levels of governance while charter schools report less. Increases in influence of principals and teachers over time are documented. The results may inform both policymakers and practitioners as they work to improve equitable disciplinary outcomes for students.

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How to Cite
Curran, F. C. (2017). Influence over school discipline policy: Variation across levels of governance, school contexts, and time. Education Policy Analysis Archives, 25, 119. https://doi.org/10.14507/epaa.25.3141
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Author Biography

F. Chris Curran, University of Maryland, Baltimore County (UMBC)

F. Chris Curran is an Assistant Professor of Public Policy at the UMBC School of Public Policy.  He teaches courses in the education policy and evaluation and analytical methods tracks within the School. His research focuses on improving equity in education through the application of novel data analytic approaches to education policy questions. His recent work has examined school discipline, early elementary instructional practices, and teacher labor markets. Prior to his current work, he was a middle school teacher and department chair. More on his research and teaching can be found at www.fchriscurran.com.