John J. Brent

School Discipline as a Turning Point The Cumulative Effect of Suspension on Arrest

Objectives: To examine how school discipline may serve as a negative turning point for youth and contribute to increased odds of arrest over time and to assess whether suspensions received across multiple years may present a “cumulative” increase in odds of arrest. Methods: Using four waves of data from the National Longitudinal Survey of Youth, we use a longitudinal hierarchical generalized linear model (HGLM) to explore how school suspensions contribute to odds of arrest across time while controlling for a number of theoretically important dimensions such as race, age, delinquency, and gender among others. Results: Results show that youth who are suspended are at an increased risk of experiencing an arrest across time relative to youth who are not suspended and that this effect increases across time. Further, with each subsequent year the youth is suspended, there is a significant increase in odds of arrest. Conclusion: Supporting prior work, we find that youth who receive a suspension are at an increased odds of contact with the criminal justice system, and increases in the number of suspensions received contribute to significant increases in odds of arrest. Findings demonstrate that suspensions present a form of cumulative effect over time.

Decide Your Time

Research Summary This study used a randomized controlled trial approach with a sample of 400 high-risk probationers to test the hypothesis that a program incorporating principles of deterrence, graduated sanctions, and coerced abstinence would reduce recidivism rates among drug-using offenders. Bivariate and multilevel modeling strategies were implemented. Findings revealed no discernable difference across multiple drug use, probationary, and recidivism measures between those randomized into the treatment condition and those receiving standard probation. In multivariate models, probationer age, employment status, and treatment participation improved some recidivism outcomes. Programmatic and sample characteristics are discussed regarding the lack of experimental effect. Policy Implications These findings suggest that in designing and implementing deterrence-informed community supervision approaches, policy makers and practitioners should consider offender attributes, the addition of employment and treatment-based programs and supports, and local justice system structures. The findings of this study fit well with other emerging models of offender supervision, in particular, those that match services and programs based on offender risks and needs and those that recognize and address the heterogeneity of the offender population in developing supervision and service plans. Swift, certain, and fair supervision approaches for individuals under community supervision do not seem to be a “one-size-fits-all” strategy. Understanding for whom they work and under what conditions has not yet been determined. In the meantime, policy makers and practitioners should endeavor to understand the risks and needs of their local offender population and the community supports that are available to improve offender outcomes and increase public safety.

Placing the criminalization of school discipline in economic context

The topic of school discipline and punishment has received growing attention. Much of this work explores the rise of exclusion-based policies, increasingly punitive practices, and a buildup of security in schools. Explanations for this often focus on large-scale incidents, the perpetuation of social inequalities, students’ perceived racial/ethnic threat, and shifts in modern governance. Little work, however, has considered the financial aspects influencing schools to adopt criminal justice-based disciplinary practices. This article expands the literature by offering a multilevel investigation that contextualizes a “criminalized school discipline” within economic conditions over the last 30 years. In particular, this article delineates how four economic trends have influenced this trend. These include changes within the postindustrial labor market, federal incentives and markets prioritizing greater school security, tightening financial resources amid budget cuts, and the criminalization of the youth consumer economy. Though prior explanations lend noteworthy explanations for the rise of a punitive disciplinary code in schools, they overlook important economic effects. Investigating these financials conditions will help unpack the complex nature of school discipline while uncovering noteworthy policy implications for how youth are reacted to and punished.

Assessing the within-person impact of social/behavioral programs, increased supervision, and jail time on polysubstance use during reentry

ABSTRACT The process of leaving prison, known as reentry, presents a host of challenges to returning individuals. Research documents that substance use is a pressing issue and widespread among the correctional population. A variety of strategies and programs have been used to promote the desistance from substance use; notably, the use of social/behavioral programs, increased supervision, and jail time. Yet, existing research investigating the respective effects of te strategies in relation to one another is relatively underdeveloped. This issue becomes more salient when considering the extent to which supervision models can impact the outcomes and future prospects associated with reentry. Therefore, this study uses four waves of data from the Serious and Violent Offender Reentry Initiative (SVORI) to examine the impact of social/behavioral programming, increased supervision, and jail sanctions on polysubstance use during reentry. Further, we use a series of interaction terms to explore any conditioning effects between approaches on substance use across time. Results from longitudinal crossed-lagged dynamic panel models reveal that social/behavioral programs contribute to within-person decreases in polysubstance use across time while enhanced monitoring and jail-time contribute to within-person increases in polysubstance use. Interactions indicate these programs exert independent, and not interactive, effects on polysubstance use post-release.

Working Inside the Gate: School Discipline on Post

Racial and ethnic disparities in school discipline in the United States have been well researched, and explanations often highlight the role of structural inequality in explaining these trends. Research has yet to examine disparities in school discipline within a population for which structural inequalities are relatively accounted. Using data from a high school located on a US military installation, we examine patterns of discipline within this sample, representing a population of students whose parents have steady employment, housing, health care, counseling, and childcare. Findings indicate racial and ethnic disparities in discipline are minimal due to the military culture, access to resources, and focus on rehabilitative discipline.