Zero Tolerance
Key Studies
ABA Zero Tolerance Report. American Bar Association, February 2001. Available online: http://www.abanet.org
Summary: A policy report to the American Bar Association's resolution opposing zero tolerance, conveying zero tolerance policies are unfair and unjust to children. The ABA cites that zero tolerance policies treats children like adults in taking a mandatory minimum sentences approach to punishing and deterring children from delinquency. The resolution recommends taking into consideration the individual student and alternatives to zero tolerance.
The Color of Discipline: Sources of Racial and Gender Disproportionality in
School Punishment. Russell Skiba, Robert S. Michael, Abra C. Nardo, and
Reece L. Peterson. Indiana Education Policy Center, June 2000. [Available
online: http://www.indiana.edu/~safeschl/publication.html, or by calling
812/855-1240].
Summary: In testing alternative hypotheses for African-American overrepresentation in
office referral, suspension, and expulsion, this study found systematic bias
resulting in minority disproportionality in school discipline. While there
has been ongoing and extensive research documenting racial
disproportionality in school discipline, this study examined the factors
contributing to that discrepancy. The results of the study showed that
racial and gender disparities were evident, even when controlling for
socioeconomic status, and that African-American students appear to be
referred to the office for less serious and more subjective reasons.
Derailed: The Schoolhouse to Jailhouse Track. Judith Browne. The
Advancement Project, May 2003. [Available online:
http://www.advancementproject.org]
Summary: This study finds zero tolerance policies put thousands of children
out of the school system and into the juvenile justice system. This is the
first major report to examine the impact of zero tolerance policies on youth
entering the juvenile justice system for minor offenses that once were
handled by schools and parents. The findings, based on data from school
systems across the country, show the astounding number of student arrests
for petty offenses; the negative effects of turning schools into prison-like
secure environments; the disproportionate impact on children of color and
children with special needs. Recommendations from the report include
prevention/diversion programs for minor offenses; improved data collection;
monitoring referrals of students to law enforcement; and education and
training in adolescent development and behavioral management.
Facing the Consequences: An Examination of Racial Discrimination in U.S. Public Schools. Applied Research Center, March 2000. Available online: http://www.arc.org
Summary: The first major study to present new and updated data on national suspension and expulsion rates by race since the widespread adoption of zero tolerance policies. The data from twelve school districts across the country shows inequality and institutional racism in public schools that put students of color at a serious disadvantage, from drop-out to discipline rates to advancement placement courses. Most notably, in every school district studied, African-American and Latino students are far more subject to suspensions and expulsions than their white counterparts. The report recommends that all school districts should be required to collect and report school discipline data.
Fall 1998 Elementary and Secondary School Civil Rights Compliance Report: National and State Projections. U.S. Department of Education, Office of Civil Rights, June 2000. Contact the Department of Education's Office for Civil Rights for the report, Phone (800) 421-3481.
Summary: The latest federal data on suspensions and expulsions in public schools shows racial disparities in school discipline. African-American and Hispanic students continue to be suspended and expelled from schools at higher rates than their white counterparts. While African-American students made up about 17 percent of all students in 1998-99, they accounted for 33 percent of all students suspended. The 15 percent Hispanic enrollment made up 14 percent of the suspensions. Whites made up 63 percent of enrollment and 50 of suspensions.
Opportunities Suspended: The Devastating Consequences of Zero Tolerance and School Discipline. Advancement Project and The Civil Rights Project, June 2000. Available online: http://www.law.harvard.edu
Summary: This is the first comprehensive national report that draws data from a variety of sources and takes a multi-disciplinary approach to review zero tolerance policies. The report illustrates that zero tolerance is unfair and has a disproportionate adverse impact on students of color. In addition, such punitive policies are contrary to the developmental needs of children, denies children educational opportunities, and results in the criminalization of children. The report calls for action by the federal government, researchers and program evaluators, states and school districts, and parents and community leaders to advocate for a more fair and effective school disciplinary practices and policies in America's schools.
Racial Disparities Related to School Zero Tolerance Policies. Testimony to the U.S. Commission on Civil Rights. Applied Research Center, February 2000. Available online: http://www.arc.org
Summary: Based on a national study examining racial discrimination in U.S. public schools, findings related to school discipline and zero tolerance show racial disparities in student suspensions and expulsions. Findings in twelve school districts reveal that African-American and Latino students are more likely to be suspended or expelled from school than their white peers. This was true in every school district surveyed. For example, in Los Angeles and Austin, African-Americans were suspended or expelled at least twice their proportion of the school population. Recommendations from the report calls for action from the U.S. Commission on Civil Rights to investigate racial disparities related to zero tolerance, require all schools to report all suspensions and expulsions, and recommend the elimination of zero tolerance policies in favor of a more flexible approach to school disciplinary problems.
Zero Tolerance Policies and Their Impact on Michigan Students. Prepared by
the Institute for Children, Youth, and Families at Michigan State
University. Michigan Nonprofit Association, The Spotlight Series on Applied
Research, January 2003. [Available online: http://www.mnaonline.org/pdf/spotlight%202002_12.pdf, or
contact Michigan Nonprofit Association at 517-492-2400.]
Summary: The latest research report from the Michigan Nonprofit Association (MNA)
highlights Michigan's zero tolerance policies in the context of other
states' policies, discusses what the implications of these policies are on
students, and offers recommendations for policy alternatives. The major
findings show that special needs, male, and minority students are
disproportionately expelled under Michigan's zero tolerance policy.
Zero Tolerance, Zero Evidence: An Analysis of School Disciplinary Practice.
Russell Skiba. Indiana Education Policy Center, August 2000. [Available
online: http://www.indiana.edu/~safeschl/publication.html, or by calling
812/855-1240].
Summary: This report argues data since policies began in the 1980s do not prove that
zero tolerance is a deterrent to misbehavior among youths. Instead the data
indicate that school suspension and expulsion result in a number of negative
outcomes for schools and students. Alternatives to zero tolerance (i.e.
bullying prevention) are discussed for further research in this area for
more effective and equitable school discipline.
For a more comprehensive listing of reports and studies on Zero Tolerance, visit the Juvenile Law Center's "End Zero Tolerance" website: http://www.jlc.org/home/EndZeroTolerance/EZTindex.htm
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