Dissertation on "Analyzing the Effect of Zero Tolerance on Discipline by Principals"

Dissertation 10 pages (3538 words) Sources: 10 Style: APA

[EXCERPT] . . . .

The finding replicates the observations made in correctional settings for the youth. In summary, it is clear that using punishments; in attempting to correct behavior, can make the offenders worse and more likely to commit crimes again (Teske, 2011). According to the Surgeon General's report, the school is one of the two environments that prevent and protect children from violent acts (U.S. Department of Health and Human Services, 2001). Some studies even point out that the care by adults and peers in school shields them against drug and substance abuse, suicide, pregnancy, emotional distress and violence (Teske, 2011). The belief; commonly known as school connectedness, relates to school attendance, performance and graduation rates. The study reports further outlines that examination of disruptive students does not focus on determining the reasons for the behavior they exhibit (Mendez, 2003). Therefore, it is evident that the failure of schools to examine and determine the causes of such deviant behavior is attributable to the application of zero tolerance policy. The policy relies only on punishment as the only behavior-modifying option. They are clearly convenient and escapist for administrators but are ineffective as far as behavior modification is concerned; if anything, they are potentially counterproductive.

1.3. The Effects of Suspension and Expulsion

Many research studies prove that neither expulsion nor suspension help to improve the safety within schools or even better the behavior of students. Indeed, these researches show that schools with a high rate of expulsion and suspension have higher safety risks compared to their counterparts with lower rates of these disciplinary statistical demographics. Such incidence is more profound among students of color. As opposed to the objective of modifying a student's behavior, statistics show that students who have been subjected to the zero tolerance policy and suspended or expelled tend to bear a higher propensity to commit crimes; leading to the conclusion that the policy is a fanner of negative behavior and not an extinguisher. Such students are more likely to be suspended again in future (Hemphill et al., 2006; Mendez & Knoff, 2003). The American Psychological Association used such research findings to conclude that the zero tolerance policy is counterproductive in matters of correction of behavior for the individual and the facilitation of a safe school environment. Exclusion from school carries both short-term and long terms burdens. Expulsion and suspension is almost an assured way to reduce a student's academic output. The risk of negative behavior seems to be multiplied over time. The lower academic achievement by the individual may also spill out to the general student population. Suspension is associated with school drop --out and failure to graduate in good time (The American Federation of Teachers, 2016).

In summary, the high risk of contact with juvenile delinquent system is observed to be, in part, a result of exclusionary discipline practices in learning institutions. A student's likelihood to engage in delinquent acts and end in juvenile justice centers increases by three times when the zero tolerance policy is rigidly applied to include such minor offences as breaking the schools dress code or disrupting class (The American Federation of Teachers, 2016; Mendez & Knoff, 2003). This observation was made in a nationwide study of the relationship between school disciplines measures relate to student success. Therefore, it is clear from the studies that zero tolerance is counterproductive.

1.4. Statement of the problem

Zero tolerance policies have been implemented in many parts of our country. Yet, little research has been carried out to examines the impact of the policies on education. This is attributed to two major reasons: tolerance policies can be carried out and implemented in many ways, thus making comparisons across implementation practices and outcomes become difficult. Second, the sensitive nature of school discipline and practices makes it hard to secure the needed cooperation from the districts and schools that can perform the experimental research (Boccanfuso & Kuhfeld, 2011).

Lack of rigorous research notwithstanding, the existing data and case studies at the local level suggests that zero tolerance policies do not deter misbehavior. In Tennessee, the number of violent offenses and drugs in schools are on increase. This increase is the data for the past three years since the state decided to implement the zero tolerance policy.

There is evidence that bullying is still a common practice in most of the schools. In elementary and middle schools, it is estimated that at least one out of five students bully their colleagues. Researchers have not been keen to study misbehavior such as suspension in national schools, which have implemented zero tolerance policies (Teske, 2011). Whether zero tolerance is effective or not is open to debate, but researchers have found a strong link between the types of punishment associated with these policies including expulsion and suspension and negative outcomes.

In fact, it has been observed that when a student is suspended from school, chances of being expelled increase. Most of the students who get suspended in high school or middle school are less likely to graduate on time and are likely to drop out of school (Mendez, 2003). Increased rates of suspension have resulted in lower standardized test scores and low achievements even when factors such as socioeconomic status and race are controlled.

According to educational and psychological research, there is a connection between zero tolerance and punishment with the negative outcome. Researchers have established that expulsion and suspension are likely to reinforce negative behavior as it denies the students the opportunity to socialize positively and nurtures distrust in adults. This inhibits adolescent development (Gregory & Cornell, 2009). Research have further shown that school discipline policies and student engagement are related. Students, who think that their teachers are fair, respectful and attentive are likely to trust them, form bonds with them and will lead to performing well in school. When the ability of the school staff is restricted and zero tolerance policies are implemented it leads and inhibits formation of school bonds.

Numerous supplementary questions arise regarding the appropriateness of these policies in helping to prevent bullying in schools. Threats of severe punishment such as expulsion and suspension may deter the children and even adults from reporting any incidences they see in schools. Also, the fact that the implementation of these policies in schools is inconsistent makes it difficult to achieve the desired goals. For instance, in schools where zero tolerance policy for violence is effected, any student who is violently bullied may also retaliate and so get suspended for retaliating (Gregory & Cornell, 2009; Arcia, 2006).

At a classroom level, it is the discretion of the teacher to determine what actually constitute a violent act or threats considered to fall under zero tolerance offences. In one of the cases, a seven-year-old boy was expelled from school for carrying a toy gun in his backpack (Phillips, 2010).

The U.S. Department of education showed that nationally, the number of students expelled based on violation of the Gun Free Schools Act was 42%, all of whom came from middle schools or elementary schools.

What makes zero tolerance appealing is that when we remove the effect of background factors especially when it comes to assigning punishment to groups of students, it results in fair treatment (Gregory & Cornell, 2009).

This is thought to be a good intention however, research shows consistently that huge percentage of Latino, African-American, poor, and disabled students are expelled and suspended in schools under the garb of zero tolerant policies. Analysis of this has shown that the disproportion is not caused by higher rates of violence or disruption. Also, it has been observed that minority students are likely to be found in schools which rely on harsh disciplinary practices.

In nutshell, the implementation of zero tolerance policies is spread across the country despite lack of sufficient evidence that the policies are effective and have been implemented in different forms by staff that interpret them differently. Because of these variations in interpreting the policies in schools and lack of rigorous evaluations of the policies, no conclusion can be made on the impact of the same nationally (Gregory & Cornell, 2009). Further, the existing research shows that using the existing case studies and urban school district cases reveals that zero tolerance policies reduce school violence. The policies may also be related to the negative impacts in which students are expelled or suspended or forced to attend school that have harsh policies.

1.5. The reason for the study

This study is intended to help explore what zero tolerance discipline policies contributes to the final outcome

1.6. Objective

The dissertation seeks to inform and help understand school discipline policies and zero tolerance policies through exploration of the impact of zero tolerance policies on disciplining different groups amongst students.

1.7. Research questions

i. Are schools safer with zero tolerance policies? How effective is the policy at handling disciplinary matters?

ii. Has the policy on zero tolerance impacted on students?

iii. Are the zero tolerance policies appropriate and does it play any role especially when it comes to development… READ MORE

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