Discipline in diverse secondary schools since SB100: Trends and perceived effectiveness

Shay, Elizabeth

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https://hdl.handle.net/2142/132570 Copy

Description

Title

Discipline in diverse secondary schools since SB100: Trends and perceived effectiveness

Author(s)

Shay, Elizabeth

Issue Date

2025-12-04

Director of Research (if dissertation) or Advisor (if thesis)

Ward Hood, Denise

Doctoral Committee Chair(s)

Ward Hood, Denise

Committee Member(s)

• Huang, Wenjao David
• Kang, Hyun-Sook
• Mason, Terrence

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• discipline practices
• Senate Bill 100
• racial disparities
• restorative justice
• social-emotional learning
• educational equity
• school-to-prison pipeline.

Language

eng

Abstract

This dissertation investigates the impact of Senate Bill 100 (SB100) on discipline practices in racially diverse Illinois high schools, focusing on the perspectives of high school deans (administrators in charge of discipline). The study addresses the ongoing challenges posed by traditional exclusionary discipline, which disproportionately affects Black students and contributes to the school-to-prison pipeline. This qualitative research included hour-long, semi-structured virtual interviews with deans from 6 high schools in the northern suburbs of Chicago. This qualitative research design allows the researcher to explore changes in discipline practices since the passing of SB100 in 2015 through the eyes of deans (administrators in charge of discipline). While this is a qualitative study, numerical data, graphs, and figures are used throughout to support the qualitative findings. These findings, analyzed through a Critical Race Theory lens, indicate that while schools have attempted to implement more culturally responsive discipline strategies, significant disparities in discipline rates between Black and White students continue. The study shows that restorative practices, increased staff collaboration, and the integration of social-emotional learning practices (SEL practices) are essential for creating equitable educational environments. However, the data also shows that despite reductions in overall suspensions, the discipline gap has not closed. This research contributes to the literature on educational equity by providing insights into the effectiveness of alternative discipline practices. It highlights the need for ongoing reform to support marginalized student populations.

Graduation Semester

2025-12

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/132570

Copyright and License Information

Copyright 2025 Elizabeth Shay

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