Local Implementation of State-Level Discipline Policy: Administrator Perspectives and Contextual Factors Associated With Compliance

Abstract

Many states and school districts are implementing reforms to reduce reliance on exclusionary discipline such as out-of-school suspension and expulsion. This article uses survey and administrative data to study the implementation of a state-level policy limiting elementary school out-of-school suspension and expulsions. While the results are limited in sample size and generalizability, we find that survey respondents from relatively disadvantaged schools reported greater difficulties and challenges with implementation and tended to comply at lower rates. Policy makers seeking more equitable implementation of these types of reforms should work with schools to better understand and attend to local preferences, buy-in, and capacity for implementation.

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“…For example, in the USA, policy makers produce policies and identify best practices with elected representatives. However, discrepancies in perspectives from school practitioners are likely to prevent local implementation of state-level discipline policy (e.g., Arkansas Act 1059; Anderson and McKenzie, 2022). In other countries (e.g., China), national policies are made and communicated unilaterally rather than collaboratively.…”