Principal - November/December 2019 - 6

R E S E A RC H R E P O R T

Discipline as Teachers See It
In the first scientifically designed
national survey on school discipline
published in 15 years, the Thomas
B. Fordham Institute looks at the
topic through the eyes of the nation's
teachers, with a focus on the views of
African American teachers and those
in high-poverty schools.
Key Findings

„ Teachers in high-poverty schools
report higher levels of verbal
disrespect, physical fighting, and
assault. For example, they are
more than twice as likely to say
that "verbal disrespect" is a daily
occurrence in their classrooms
and more than six times as likely
to say that "physical fighting" is a
daily or weekly occurrence.
„ Behavior problems "contributed to
a disorderly or unsafe environment
that made it difficult for many
students to learn," 58 percent say,
while just 24 percent of teachers in
low-poverty schools say the same.
„ Most teachers say discipline is
inconsistent or inadequate and
that the recent decline in suspensions is at least partly explained by
a higher tolerance for, or underreporting of, misbehavior.
„ Overwhelming majorities of teachers
say newer disciplinary approaches

MYTWOCENTS
Besides other educators,
who's in your PLN?

such as positive behavioral interventions and supports, "restorative
justice," and "trauma-informed"
practices are at least somewhat effective. But 88 percent of teachers also
say that a traditional approach that
focuses on "establishing specific consequences for misbehavior" is at least
somewhat effective.
„ Asked to reflect on the previous
school year, more than threequarters of teachers agree that
"most students suffered because
of a few persistent troublemakers."
„ Despite the costs for students
and their belief that discipline
is racially biased, many African
American teachers say suspensions, expulsions, and other forms
of exclusionary discipline should
be used more often. Overall, 74
percent of white teachers and 80
percent of African American teachers say getting suspended at least
"slightly increases" students' odds
of involvement. However, about
twice as many African American
teachers (16 percent) as white
teachers (8 percent) say suspensions "greatly increase" those odds.
Recommendations

Fordham Institute researchers
David Griffith and Adam Tyner

offer four recommendations based
on their findings:
1. When it comes to school discipline, federal and state
policymakers should respect the
principle of non-maleficence:
First, do no harm.
2. Districts should revise codes of
conduct to give teachers and
principals greater discretion
when it comes to suspensions.
3. Instead of fixating on the rates
at which disruptive students are
removed from schools and classrooms, student advocates should
focus on improving the environments to which they are removed.
4. Additional resources should be
put toward hiring more teaching assistants and mental health
professionals in high-poverty
schools, rather than training
teachers in experimental alternatives that may do more harm
than good.
Deeper Into the Debate

In recent years, the debate over
school discipline reform has been
divided, according to Griffith and
Tyner. Those who support reform
find an inherent racial bias that puts
students into a "school-to-prison

Jessica Carey (@MrsCareyFLPS): [I develop] relationships with
local businesses and community members. They support our
programming and students across the district.
Chara Willaford (@DrCharaChats): I love to connect and study
organizations and businesses. My PLN consists of organizational
strategists, psychologists, etc. Human behavior is human behavior.

6

Principal n November/December 2019

Brittney Dobson (@BrittneyDobson2): Outside of education, I use
the amazing resource of military wives and the unique
perspectives that we have on situations.


http://www.twitter.com/mrscareyflps http://www.twitter.com/DrCharaChats http://www.twitter.com/BrittneyDobson2

Principal - November/December 2019

Table of Contents for the Digital Edition of Principal - November/December 2019

from the editor
Snapshots
5 Things
Intertwined for Achievement
Planting the SEAD
Making PLCs a Plus
Measuring Up
Look Out for the Leader
Engagement Across the Generations
The Sum of Its Parts
Putting the “Fun” in Fundraising
NAESP 2019 National Distinguished Principals
In the Spotlight
Practitioner’s Corner
Raising the Bar
Principal’s Bookshelf
School Law
NAESP Partners & Advertiser Index
Speaking Out
Parents & Schools
Parents & Schools
Principal - November/December 2019 - Cover1
Principal - November/December 2019 - Cover2
Principal - November/December 2019 - 1
Principal - November/December 2019 - 2
Principal - November/December 2019 - 3
Principal - November/December 2019 - from the editor
Principal - November/December 2019 - 5
Principal - November/December 2019 - Snapshots
Principal - November/December 2019 - 7
Principal - November/December 2019 - 5 Things
Principal - November/December 2019 - 9
Principal - November/December 2019 - Intertwined for Achievement
Principal - November/December 2019 - 11
Principal - November/December 2019 - 12
Principal - November/December 2019 - 13
Principal - November/December 2019 - 14
Principal - November/December 2019 - Planting the SEAD
Principal - November/December 2019 - Making PLCs a Plus
Principal - November/December 2019 - 17
Principal - November/December 2019 - 18
Principal - November/December 2019 - 19
Principal - November/December 2019 - Measuring Up
Principal - November/December 2019 - 21
Principal - November/December 2019 - 22
Principal - November/December 2019 - 23
Principal - November/December 2019 - Look Out for the Leader
Principal - November/December 2019 - 25
Principal - November/December 2019 - Engagement Across the Generations
Principal - November/December 2019 - 27
Principal - November/December 2019 - The Sum of Its Parts
Principal - November/December 2019 - 29
Principal - November/December 2019 - 30
Principal - November/December 2019 - 31
Principal - November/December 2019 - Putting the “Fun” in Fundraising
Principal - November/December 2019 - 33
Principal - November/December 2019 - 34
Principal - November/December 2019 - 35
Principal - November/December 2019 - NAESP 2019 National Distinguished Principals
Principal - November/December 2019 - 37
Principal - November/December 2019 - 38
Principal - November/December 2019 - 39
Principal - November/December 2019 - 40
Principal - November/December 2019 - 41
Principal - November/December 2019 - 42
Principal - November/December 2019 - 43
Principal - November/December 2019 - In the Spotlight
Principal - November/December 2019 - 45
Principal - November/December 2019 - Practitioner’s Corner
Principal - November/December 2019 - 47
Principal - November/December 2019 - 48
Principal - November/December 2019 - 49
Principal - November/December 2019 - Raising the Bar
Principal - November/December 2019 - 51
Principal - November/December 2019 - Principal’s Bookshelf
Principal - November/December 2019 - 53
Principal - November/December 2019 - School Law
Principal - November/December 2019 - NAESP Partners & Advertiser Index
Principal - November/December 2019 - 56
Principal - November/December 2019 - 57
Principal - November/December 2019 - Speaking Out
Principal - November/December 2019 - 59
Principal - November/December 2019 - Parents & Schools
Principal - November/December 2019 - 61
Principal - November/December 2019 - 62
Principal - November/December 2019 - 63
Principal - November/December 2019 - Parents & Schools
Principal - November/December 2019 - Cover3
Principal - November/December 2019 - Cover4
https://www.nxtbook.com/ygsreprints/NAESP/principal_20201112
https://www.nxtbook.com/ygsreprints/NAESP/principal_20200910
https://www.nxtbook.com/ygsreprints/NAESP/principal_20200506
https://www.nxtbook.com/ygsreprints/NAESP/principal_20200304
https://www.nxtbook.com/ygsreprints/NAESP/principal_20200102
https://www.nxtbook.com/ygsreprints/NAESP/principal_wallacesup_20200102
https://www.nxtbook.com/ygsreprints/NAESP/principal_20191112
https://www.nxtbook.com/ygsreprints/NAESP/principal_Crayolasup_20190910
https://www.nxtbook.com/ygsreprints/NAESP/principal_20190910
https://www.nxtbook.com/ygsreprints/NAESP/principal_20190506
https://www.nxtbook.com/ygsreprints/NAESP/principal_wallace_20190304
https://www.nxtbook.com/ygsreprints/NAESP/principal_20190304
https://www.nxtbook.com/ygsreprints/NAESP/principal_20190102
https://www.nxtbook.com/ygsreprints/NAESP/principal_20181112
https://www.nxtbook.com/ygsreprints/NAESP/principal_supplement_20181112
https://www.nxtbook.com/ygsreprints/NAESP/principal_Crayolasup_20180910
https://www.nxtbook.com/ygsreprints/NAESP/principal_20180910
https://www.nxtbook.com/ygsreprints/NAESP/principal_wallacesupp_20180506
https://www.nxtbook.com/ygsreprints/NAESP/principal_20180506
https://www.nxtbook.com/ygsreprints/NAESP/principal_20180304
https://www.nxtbook.com/ygsreprints/NAESP/principal_mottsupp_20180102
https://www.nxtbook.com/ygsreprints/NAESP/principal_20180102
https://www.nxtbook.com/ygsreprints/NAESP/principal_20171112
https://www.nxtbook.com/ygsreprints/NAESP/principal_20170910
https://www.nxtbook.com/ygsreprints/NAESP/principal_crayolasupp_20170910
https://www.nxtbook.com/ygsreprints/NAESP/principal_20170708
https://www.nxtbook.com/nxtbooks/manifest/principal_20170304
https://www.nxtbook.com/nxtbooks/manifest/principal_20170102
https://www.nxtbook.com/nxtbooks/manifest/principal_20161112
https://www.nxtbook.com/nxtbooks/manifest/principal_crayolasupp_20160910
https://www.nxtbook.com/nxtbooks/manifest/principal_20160910
https://www.nxtbookmedia.com