Zero Tolerance [electronic resource] : The Assumptions and the Facts. Education Policy Briefs. Volume 2, Number 1, Summer 2004 / Russell Skiba.
Zero tolerance discipline relies upon a certain set of assumptions about schools, violence, and the outcomes of discipline. In the period of heightened fear about school-based violence during the 1990s, it was not always easy to dispassionately examine the evidence for different strategies of violen...
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Full Text (via ERIC) |
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| Format: | Electronic eBook |
| Language: | English |
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2004.
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| Summary: | Zero tolerance discipline relies upon a certain set of assumptions about schools, violence, and the outcomes of discipline. In the period of heightened fear about school-based violence during the 1990s, it was not always easy to dispassionately examine the evidence for different strategies of violence prevention. It seemed imperative to put an end to school shootings immediately, and those strategies promising the shortest route to that goal were often the most appealing. In the last few years, however, there has been an enormous amount of study concerning the most promising methods for preventing school violence and promoting effective school learning climates. Unfortunately, much of this evidence has not supported the assumptions that guided the acceptance of zero tolerance discipline in the 1990s. The purpose of this briefing paper is to examine that evidence. To what extent are the promises and assumptions of zero tolerance borne out by our rapidly increasing knowledge about school violence prevention? (Contains 17 endnotes.) [Education Policy Briefs are published by the Center for Evaluation & Education Policy.] |
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| Item Description: | Availability: Center for Evaluation and Education Policy, 509 E. 3rd Street, Bloomington, IN 47401. Tel: 812-855-4438; Web site: http://www.ceep.indiana.edu. Abstractor: ERIC. |
| Physical Description: | 18 pages. |
| Type of Computer File or Data Note: | Text (Reports, Evaluative) |
| Preferred Citation of Described Materials Note: | Center for Evaluation and Education Policy, Indiana University. |