Giving Compass' Take:

• Despite the most recent California ban on willful defiance suspensions, school discipline advocates say that more needs to be done to ensure equitable school reform.

• How can education leaders secure more funding that reinforces these school discipline reforms (such as restorative justice practices)?

• Read more about how classroom discipline standards are shifting.

As California this month expanded a statewide ban on suspending younger students for defiant behavior, lessons on how this increasingly sweeping school discipline reform may play out can be found in Los Angeles, which barred such suspensions on an even broader scale six years ago.

Previously in California, “willful defiance” suspensions were not permitted in grades K-3. Beginning in July 2020, under the new state law, they will be prohibited for students in both traditional and charter schools from kindergarten to eighth grade. Expanding the suspension ban to the older grades was contentious, as was the use of the subjective term “willful defiance,” defined in state code as “disrupt[ing] school activities or otherwise willfully def[ying]” authority. It can include using a cell phone in class, wearing a hat and even chewing bubble gum.

Los Angeles Unified was the first California district to ban suspensions for disruptive behavior in 2013 and did so in an even more comprehensive way, covering all public schools in grades K-12. Local officials and advocates reflecting this week on the district’s policy shift six years later called it “a huge step” forward in reforming school discipline. They touted a drastic drop in suspensions — a more than sixfold decrease in district schools between 2011-12 and 2017-18 alone — resulting in thousands more instructional days for students. This is especially notable for students of color and those with disabilities, who have historically been disproportionately suspended in school.

But advocates added that it is just that: a step. The larger “culture shift” away from school discipline and toward de-escalation and positive interventions, they said, is still very much a work in progress.

Read the full article about school discipline by Taylor Swaak at The 74.