[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-583450-105":59,"doc-detail-583450-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-continuing-need-to-rethink-discipline-executive-office-of-the-president-december-2016","THE CONTINUING NEED TO RETHINK DISCIPLINE - Executive Office of the President - December 2016","","A policy report examining why U.S. schools must continue rethinking exclusionary discipline practices. It argues that suspensions and expulsions harm school climate and undermine students’ learning, success, and social-emotional development. Using Department of Education Civil Rights Data, it highlights racial, sex, and disability disparities in suspension and expulsion decisions, and explains how chronic absenteeism correlates with higher use of in-school and out-of-school suspensions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-continuing-need-to-rethink-discipline-executive-office-of-the-president-december-2016/583450/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-continuing-need-to-rethink-discipline-executive-office-of-the-president-december-2016/583450.png","ImageObject",300,407,{"name":92,"@type":93},"Jake","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the report argue schools should rethink exclusionary discipline?","Question",{"text":112,"@type":113},"It states exclusionary practices remove students from class even for minor infractions, harming school climate and negatively affecting learning, success, and social-emotional development.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What disparities does the report describe in discipline administration?",{"text":117,"@type":113},"Civil Rights Data is cited to show differences by race, sex, and disability status, including higher suspension likelihood for students of color and students with disabilities.",{"name":119,"@type":110,"acceptedAnswer":120},"How does chronic absenteeism relate to suspension rates?",{"text":121,"@type":113},"The report notes only small shares of students in low chronic-absence schools received suspensions, while much higher shares did in schools where chronic absenteeism was more pervasive.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583450,1792144208,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962084928904,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","| |\n| --- |\n| |\n| Report: The Continuing Need To Rethink Discipline |\n| |\n| Executive Office of the President\u003Cbr>December 2016\u003Cbr>|\n\nTHE CONTINUING NEED TO RETHINK DISCIPLINE  \nWhile we have progressed as a nation over the last eight years in how we think about and implement discipline policies and practices in our schools, serious work remains in order to address the overuse of exclusionary discipline practices. Schools should be safe, nurturing, and welcoming environments for all students. But too frequently, exclusionary school discipline practices, which remove students from the classroom-even for minor infractions of school rules-through suspension or expulsion, prevent students from participating fully in their education. Suspensions, expulsions and other exclusionary discipline policies and practices can be detrimental for not only school climate, but can also negatively impact student learning and success as well as social and emotional development.  \nData from the Department of Education’s Civil Rights Data Collection (CRDC) shows that there are disparities along racial, sex, disability, and other student characteristics in the administration of student discipline (suspension or expulsion) . The Obama Administration has consistently focused on helping schools proactively redesign school discipline policies and practices to more effectively foster safe and supportive school climates and has marshalled the resources and expertise of several cabinet agencies to combat the inappropriate use of exclusionary school discipline practices from early childhood settings through high school. Ensuring equal access to education is essential for ensuring all students are college and career ready. In order to fully realize this goal, we as a nation must continue to rethink and reform how we approach school discipline.  \nThe Scope of Exclusionary Discipline Practices  \nFar too many schools employ discipline policies that unnecessarily remove students from classrooms, are inappropriately enforced by non-administrative staff, and are disproportionately applied to students of color and those with disabilities, particularly in low-income and urban communities. While progress is being made, more still needs to be done. The 2013-14 CRDC data reveals that out-of-school suspensions decreased by nearly 20 percent compared to the 2011-12 school year. However, the 2.8 million students who received out-of-school suspensions in school year 2013-14, represented approximately 6 percent of all students enrolled in elementary and secondary schools.  \nThe application of exclusionary discipline practices is especially significant for specific student subgroups. In general, students of color and students with disabilities are disciplined more often than their classmates. As stated in the Department of Education’s First Look brief about 2013-14 CRDC data, in preschool, black children are 3.6 times more likely to be suspended than white children. In K-12, black students are 3.8 times more likely to receive one or more out-of-school suspensions compared to white students. Other boys of color (American Indian or Alaska Native, Native Hawaiian or other Pacific Islander, Latino and two or more races are also disproportionately suspended from school, representing 15 percent ofK-12 students but 19 percent ofK-12 students receiving one or more out-of-school suspensions. This disproportionality exists by sex also. Even when accounting for differences in suspension rates between boys and girls, disparities in suspension rates by race/ethnicity remain. In particular, suspension rates for all racial/ethnic groups, except Asian students, are above corresponding percentages for white boys and girls. Of those students receiving outof-school suspensions, 18 percent are black boys and another 10 percent are black girls. This is the highest percentage of all subgroups aggregated by race/ethnicity and sex.  \nStudents with disabilities are more than twice as likely to receiv","cbCaijdHdq03vvmm","https://ap.wps.com/l/cbCaijdHdq03vvmm","pdf",906010,18,"English","# The Continuing Need to Rethink Discipline\n## The Scope of Exclusionary Discipline Practices\n## Chronic Absenteeism and Discipline","[{\"question\":\"Why does the report argue schools should rethink exclusionary discipline?\",\"answer\":\"It states exclusionary practices remove students from class even for minor infractions, harming school climate and negatively affecting learning, success, and social-emotional development.\"},{\"question\":\"What disparities does the report describe in discipline administration?\",\"answer\":\"Civil Rights Data is cited to show differences by race, sex, and disability status, including higher suspension likelihood for students of color and students with disabilities.\"},{\"question\":\"How does chronic absenteeism relate to suspension rates?\",\"answer\":\"The report notes only small shares of students in low chronic-absence schools received suspensions, while much higher shares did in schools where chronic absenteeism was more pervasive.\"}]","THE CONTINUING NEED TO RETHINK DISCIPLINE - Executive Office of the President - December 2016 | PDF",1792047265,45]