III. Are Better Alternatives Available?
Evidence does suggest the viability of alternatives to frequent disciplinary exclusion. In Baltimore public schools, for example, recent reforms illustrate one such alternative policy. As reported in The New York Times (Tavernise, 2010):
Alonso took on the culture of the schools, which relied heavily on suspensions for discipline, a practice Dr. Alonso strongly opposed. “Kids come as is,” he likes to say, “and it's our job to engage them.” ... Now school administrators have to get his deputy's signature for any suspension longer than five days. This year, suspensions fell below 10,000, far fewer than the 26,000 the system gave out in 2004 .... Instead, schools handled discipline problems more through mediation, counseling and parent-teacher conferences, and offered incentives like sports and clubs. Mental health professionals were placed in every school with middle grades ....
The Baltimore example suggests that alternatives to the harsh yet increasingly popular measures may prove more effective in creating school communities that are more productive and inclusive. Moreover, there is research evidence that suggests there are many effective alternatives that promote safe and orderly schools and reduce delinquency--while keeping students in school (Dwyer, Osher, & Warger, 2008; Gagnon & Leone, 2001; Gottfredson, 1997). Some of those alternatives are described briefly below.
