An increase in the official response to disruptive student behavior in lieu of secondary school districts’ noncompliance with state legislation (105 ILCS 5/27-12) mandating character education instruction

Daggett, Sr, Antonio R

Permalink

https://hdl.handle.net/2142/121391 Copy

Description

Title

An increase in the official response to disruptive student behavior in lieu of secondary school districts’ noncompliance with state legislation (105 ILCS 5/27-12) mandating character education instruction

Author(s)

Daggett, Sr, Antonio R

Issue Date

2023-05-10

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

Trent, William

Doctoral Committee Chair(s)

• Trent, William
• Alexander, Kern

Committee Member(s)

• Anderson, James
• Rice, Patrick

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• Character
• Character Education
• Character Instruction
• Zero Tolerance
• Noncompliance
• Opposition Model
• Character Legislation
• Kindergarteners suspensions
• Education Statues
• Illinois Education Statues
• Prison Pipeline
• Mandated Character Education
• Zero Tolerance Disparity
• Black Students

Abstract

Abstract In a Republic form of government, elected representatives are chosen by constituency to institute and execute the will of the people. On the basis of such an expectation, men and women have given their lives to defend such access to their voice in the electorate. The implication is state governments are duly elected officials with the responsibility of enacting laws which are binding on its citizenry, even to the extent of being assured of federal governmental intervention support when required. Therefore, in the event of noncompliance with state statues, federal constitutional mandates can carry a basis for federal government intervention, if the state cannot assure compliance. The goal of this descriptive opposition theory phenomenological study is to contribute to the body of knowledge a revealing of the absence of state mandated character education instruction, in lieu of zero tolerance from 2005 to the present. Why this phenomena exist is a writing for another day. The focus of this study is examining the official response to student discipline and behavior as related to the previous 18 years of non-compliance by educators with the Illinois Character Education Statue ILCS 105(5/27-12), in lieu of Zero Tolerance. Such an examination will provide school leaders with a basis to consider making an informed decision, to implement character education instruction for students as required by state law. Additionally, the social science discipline may need to consider the impact on it field when contemplating data from areas where widespread opposition may be prevalent. Antithetical to sound pedagogy, this period of character statue non-compliance appeared to be marked by enhanced student conduct penalties, suspension of kindergarteners and criminalization of student behavior. There are four critical areas to explore when probing the Illinois Character Education Statue ILCS 105(5/27-12), and its response of non-compliance. First, consider the aspects of the state and national commitment to the calls for Character Education Instruction within America’s schools in general, and Illinois schools in particular. Second, consider the depth of non-compliance with the Character education statue, and how widespread the lack of response was during the period of Zero Tolerance. Third, note the nature and level of the official response to student disruptive behavior, and its student impact. Fourth, consider the Illinois General Assembly’s efforts to respond to student disruptive behavior during the period preceding the enactment of the Character Education statue, in lieu of zero tolerance and the Assembly’s most recent efforts. Data was gathered from qualitative interviews and quantitative End of Year (EOY) Student Discipline Reports from selected school years in the period of statue non-compliance, during zero tolerance implementation. The data gathered from the qualitative interviews and quantitative EOY reports provided findings and genre that revealed the absence of measurable outcomes resulting from any adherence to the state statue. However, the impact of zero tolerance student outcomes were readily apparent and measurable. The findings from this phenomenological study reveal the following: 1. During the course of this almost two decade period, no measureable outcomes were available indicating compliance with Character Education statue at district or high school level. 2. Legislative Intent revealed in 105 ILCS 5/27-12 was to ensure that every public school teacher shall teach character education, which includes the teaching of respect, responsibility, fairness, caring, trustworthiness, and citizenship, in order to raise pupils’ honesty, kindness, justice, discipline, respect for others, and moral courage for the purpose of lessening crime and raising the standard of good character. 3. Capabilities of implementation of integrated non-core curriculum is present in Illinois school districts. 4. The election of Zero Tolerance in the absence of implementation of state mandated Character Education instruction, revealed enhanced student conduct penalties, suspension of kindergarteners and criminalization of student behavior. 5. Black students were disproportionately affected by the substitution of Zero Tolerance, for Character Education instruction. Five recommendations are suggested based upon the study’s findings to rectify, to the extent possible, the impact on the lives of students affected by the period of this phenomena. The recommendations are the following: 1. Compliance with all state statues need to be the priority of each school district and school Principal. 2. Measurable outcomes must be monitored and reported to the State board of Education (ISBE) for state mandated requirements. 3. Professional development is needed to ensure educators have a working knowledge of what is required and the best practices resulting in effective streamlining of non-core curriculum. 4. Review of previous Zero Tolerance practices and their impact on students and their families’ lives should be undertaken. 5. Current policies in student discipline should be scrubbed to eliminate any remaining vestige of Zero tolerance or related policies.

Graduation Semester

2023-08

Type of Resource

Thesis

Copyright and License Information

Copyright 2023 Antonio Daggett, Sr

Owning Collections