Thompson: The Discipline Gap

I and others have long believed that the achievement gap is largely a function of a gap in time on task.  So I was initially annoyed by Noguera’s repetition in this Education Researcher article (PDF) article of the same old studies from a generation ago placing so much blame for classroom disruptions on teachers’ misperceptions. But Noguera et al also cited newer, more balanced research in their writing, which asks if "the achievement gap and the discipline gap" are "two sides of the same coin?"  Maybe we are all saying the same thing, and I’m like most teachers in being sensitive on this issue.  

In particular, Noguera's conclusion was excellent, especially the statements that "unfortunately, the discourse on racial and ethnic disproportionality (in assessing discipline) seems to be constrained by simplistic dichotomies," and "little is known about the efficacy or effectiveness of possible ‘gap-reducing’ interventions."

I intially recoiled at the AERA’s description of "an ecological approach" which "deals with school discipline by increasing the strength and the quality of classroom activities." Blaming a complex phenomenon on one factor hardly seems ecological to me. But the report later acknowledged that the engaging instruction it seeks "is rarely possible in chaotic, unsafe, or alienating schools."

And there was much to like in the report.  I was pleased that the researchers addressed classroom discipline as "the universal concern," and "the greatest source of workplace stress" for teachers. I was thrilled by the conclusion that "there is no question that school discipline should not be relegated to the backburner of education research, because few issues have more impact." And surely we can agree with that "simplistic solutions such as zero-tolerance policies ... have done little to ameliorate school safety threats," and that "school discipline entails more than punishment."  

If society had invested a fraction of the resources that we have squandered on NCLB-type accountability in creating supportive environments for learning, we could afford the complex interventions prescribed by the AERA and we would be closing the time on task, the discipline, and the achievement gaps.

Comments

[Sharon]

I want to mention the 2003 study summarized in "Relief of Poverty Improves Child Mental Health":

"The study concluded that the increase in income that moved 14% of the American Indian families in the study out of poverty had a major effect on certain types of psychiatric disorders. These results support a social causation theory for behavioral and oppositional disorders among children. In other words, poverty comes first.

"After further analysis, the researchers also found evidence to suggest that the primary reason for the decrease in symptoms of mental illness among these children was due to improved parental supervision. There appeared to be two reasons for this. First, the number of single parent homes decreased. Second, among two-parent homes, there were more homes in which both parents were working. This resulted in decreased time-demands on the primary caregiver."

Now put that together with this one, "Poverty dramatically affects children's brains" (USA Today, 12/7/2008)

"The study adds to a growing body of evidence that shows how poverty afflicts children's brains. Researchers have long pointed to the ravages of malnutrition, stress, illiteracy and toxic environments in low-income children's lives. Research has shown that the neural systems of poor children develop differently from those of middle-class children, affecting language development and "executive function," or the ability to plan, remember details and pay attention in school.

There is probably a large set of profound out-of-school physical and social reasons that make some kids so incredibly difficult for adults to manage. Maybe some kids from certain home environments (impoverished single-parent homes) ARE more difficult to deal with because they are more likely to have CD or ODD, or they are on the borderline. Maybe all the trouble they get in at school isn't because every last teacher (of whatever race) is racist.

I don't see how wild school climates will ever be corrected without superb, cutting-edge, ongoing behavioral training and small classes. It makes me think there should be a "social disability" category for the most difficult kids that makes them eligible for targeted extra funding.

[Betzy]

I strongly agree with you. If we were to invest more resources in creating postive environments that helped students become better citizens of the world, instead of investing so much in NCLB; the outcomes of such investment will be revealed in the emotional and academica achievement of students. Don't misinterpret me when I said to reduce resources on NCLB, I believe teachers need to be accountable for what they teach; however, the issue of what we teach, and how we teach it is a long debatable one. If we, as teachers, focused on the person on every child instead of on the academic areas we have to teach; we would be fulfilling the needs of the children we have in our classrooms. The only solution to breaking this achievement gap cycle is within us as administrators. There needs to be a vision of student behavior; and hold students to high standards. The biggest misconception found is that students don't want to be held accountable. Our schools must rediscover the Pygmalion effect. What you expect of students' behavior is what you obtain of them. Is it easy? No it's not but, if we desire to close the discipline gap, we must approach it as such.