A Critical Policy Analysis: the Impact of Zero Tolerance On
Total Page：16
File Type：pdf, Size：1020Kb
A CRITICAL POLICY ANALYSIS: THE IMPACT OF ZERO TOLERANCE ON OUT-OF-SCHOOL SUSPENSIONS AND EXPULSIONS OF STUDENTS OF COLOR IN THE STATE OF TEXAS BY GENDER AND SCHOOL LEVEL A Dissertation by EARNESTYNE LASHONNE SULLIVAN Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY August 2007 Major Subject: Curriculum and Instruction A CRITICAL POLICY ANALYSIS: THE IMPACT OF ZERO TOLERANCE ON OUT-OF-SCHOOL SUSPENSIONS AND EXPULSIONS OF STUDENTS OF COLOR IN THE STATE OF TEXAS BY GENDER AND SCHOOL LEVEL A Dissertation by EARNESTYNE LASHONNE SULLIVAN Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Approved by: Chair of Committee, Patricia J. Larke Committee Members, Norvella P. Carter Linda Skrla Gwendolyn Webb-Johnson Head of Department, Dennie L. Smith August 2007 Major Subject: Curriculum and Instruction iii ABSTRACT A Critical Policy Analysis: The Impact of Zero Tolerance on Out-of-School Suspensions and Expulsions of Students of Color in the State of Texas by Gender and School Level. (August 2007) Earnestyne LaShonne Sullivan, B.S., Prairie View A&M University; M.Ed., Prairie View A&M University Chair of Advisory Committee: Dr. Patricia J. Larke This study focused on the disciplining actions given to students of color after the implementation of the zero tolerance (ZT) policy in Texas’ schools. Out-of-school suspension and expulsion data were analyzed to depict trends and/or patterns across school levels as well as gender and race/ethnicity. More specifically, the disciplinary action of 34,047 elementary, middle and high school students of color suspended out-of-school and expelled in Texas’ public schools during the1999-2000 and 2002-2003 academic school years were statistically analyzed then evaluated via specific tenets of critical race theory (CRT). A critical policy analysis, as defined by the researcher, was discussed using the results of the data analysis. In addition, the predictive power of the variables school level, gender and race/ethnicity on the disciplinary action given to students of color were analyzed during the school terms under study. The most statistically significant finding of the study was the influence of ethnicity on out-of-school suspension and expulsion rates of students of color iv in the State of Texas after the implementation of the policy known as ZT during the selected school terms. Furthermore, of the students enrolled in public schools in Texas during the 1999-2000 and 2002-2003 school years, African-American students comprised 14.3 and 14.4 percent of the population; yet, they received more than one-third of all disciplining actions, second to European Americans who comprised 43 and 40 percent of the enrolled population. When compared to other students of color, African-American students received 53.6 and 53.9 percent of the out-of-school suspensions and 64.3 and 65.1 of the expulsions. Even though the data presented were aligned with previous research studies, the view of disciplinary actions for students of color from a critical race theory (CRT) lens highlights the deficiencies outlined via a critical policy analysis of the ZT policy as it is used to fortify the safety of schools. v DEDICATION All of us have to live with ourselves, so we should see to it that we are always in good company. ~Mencius~ To my company of friends, I say thank you for your unswerving support. Although you are few in number, you have inspired me to persevere. To the company of educational professionals whom I have chosen to call friends, I say thank you for allowing me to vent philosophically on your shoulders. To the company of family members, extended and immediate, I say thank you for enduring the personal difficulties I have encountered during the pursuit of a study of this magnitude. I thank God for allowing me to have all of you during this part of my life’s journey. Lastly, but foremost, to the company of the man who has shared my fears, joys, disappointments and exonerations, Kevin Michael Sullivan. To my husband I say that I honor you as the man who conveys a gentle strength that your quietness belies; I honor you as the one man who holds, for always, my love and my utmost respect. This study is dedicated to the company I keep. vi ACKNOWLEDGMENTS Through contemplation and reflection, I am convinced that this professional journey began long before I entered a doctoral program. Educationally, I have been fortunate to be taught by professionals who believed that the mere application of a set of skills and acquired techniques were only a part of the complex factors inherent to the process of learning. It is here that I acknowledge those teacher/educators: Mrs. Rose McGowan, Bruce Elementary Dr. John Miller, Fonwood Elementary & Forest Brook High School Mr. John E. Roberts, Northwood Middle School Mrs. Georgia Nelson, Forest Brook High School Mrs. Linda Traylor, Forest Brook High School Mr. Walter Sampson, Forest Brook High School Judge Frankie Ledbetter, Prairie View A&M University Mr. William Chapman, Prairie View A&M University Dr. Frank Hawkins, Prairie View A&M University Dr. Ollie Davis, Prairie View A&M University Dr. Danita Bailey, Prairie View A&M University Dr. Marion Henry, Prairie View A&M University Dr. William Parker, Prairie View A&M University Dr. E. Joahanne Thomas-Smith, Prairie View A&M University vii As a doctoral student, again, I have been extremely fortunate. My coursework at Texas A&M University was enhanced via the instruction of Drs. Hassana Alidou, Yvonna Lincoln and Patrick Slattery. To the chair of my committee and my mentor, Dr. Patricia Larke, I say thank you for insisting that I keep pressing toward the mark and ‘rise to the occasion.’ Dr. Norvella Carter, thank you for challenging me to ask harder questions regarding philosophy and of myself. Dr. Linda Skrla, I appreciate the chastisement during prelims and your quiet reassurance when I needed it. To Dr. Gwendolyn Webb-Johnson, thank you for showing me that exuberance and passion are indeed worthy attributes for those who pursue scholarly endeavors. viii TABLE OF CONTENTS Page ABSTRACT................................................................................................................... iii DEDICATION................................................................................................................ v ACKNOWLEDGMENTS............................................................................................ vi TABLE OF CONTENTS ............................................................................................. viii LIST OF TABLES....................................................................................................... xi LIST OF FIGURES ....................................................................................................... xiii CHAPTER I INTRODUCTION....................................................................................... 1 Background of the Study ............................................................................ 1 Statement of the Problem............................................................................ 4 Purpose of the Study................................................................................... 6 Research Questions..................................................................................... 6 Significance of the Study............................................................................ 7 Definition of Significant Terms.................................................................. 8 Assumptions................................................................................................ 10 Limitations .................................................................................................. 11 Delimitations............................................................................................... 11 Organization of the Study........................................................................... 11 II REVIEW OF THE LITERATURE ............................................................ 13 National Reports on Discipline in Schools ................................................ 13 Public Opinion of Discipline in Schools over Time .................................. 15 Legal Decisions that Influenced Discipline Policy in Schools.................................................................................................... 23 Historical Overview of Zero Tolerance ..................................................... 28 Violence or Disorder on School Campuses ............................................... 31 Violence and the Gender Gap..................................................................... 33 ix CHAPTER Page Public Schools and Zero Tolerance............................................................ 36 Students of Color and the Implementation of Zero Tolerance.................................................................................................... 39 Disparity of Zero Tolerance ...................................................................... 45 Policy and Critical Race Theory................................................................ 48 Policy Research and Education ................................................................. 55 Texas- the Leader State.............................................................................. 60 Discipline