{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/132570"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/132570","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Discipline in diverse secondary schools since SB100: Trends and perceived effectiveness","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.","abstract_html":"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.","abstract_has_math":false,"creators":["Shay, Elizabeth"],"institution":"University of Illinois Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Ward Hood, Denise","Huang, Wenjao David","Kang, Hyun-Sook","Mason, Terrence"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-12","date_published":"2025-12","updated_at":"2026-07-22T22:25:07Z","subjects":["discipline practices","Senate Bill 100","racial disparities","restorative justice","social-emotional learning","educational equity","school-to-prison pipeline."],"languages":["en"],"rights":["Copyright 2025 Elizabeth Shay"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/132570","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ward Hood, Denise","Huang, Wenjao David","Kang, Hyun-Sook","Mason, Terrence"]},{"key":"dc:creator","label":"Author","values":["Shay, Elizabeth"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-12","2025-12-04"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["discipline practices","Senate Bill 100","racial disparities","restorative justice","social-emotional learning","educational equity","school-to-prison pipeline."]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2025 Elizabeth Shay"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/132570"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["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.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2026-02-19 without embargo terms","The student, Elizabeth Shay, accepted the attached license on 2025-12-03 at 19:14.","The student, Elizabeth Shay, submitted this Dissertation for approval on 2025-12-03 at 19:21.","This Dissertation was approved for publication on 2025-12-04 at 07:34.","DSpace SAF Submission Ingestion Package generated from Vireo submission #23047 on 2026-02-19 at 18:28:18"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Discipline in diverse secondary schools since SB100: Trends and perceived effectiveness"]}]}],"canonical_facts":{"dc:contributor":["Ward Hood, Denise","Huang, Wenjao David","Kang, Hyun-Sook","Mason, Terrence"],"dc:creator":["Shay, Elizabeth"],"dc:date":["2025-12","2025-12-04"],"dc:description":["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.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2026-02-19 without embargo terms","The student, Elizabeth Shay, accepted the attached license on 2025-12-03 at 19:14.","The student, Elizabeth Shay, submitted this Dissertation for approval on 2025-12-03 at 19:21.","This Dissertation was approved for publication on 2025-12-04 at 07:34.","DSpace SAF Submission Ingestion Package generated from Vireo submission #23047 on 2026-02-19 at 18:28:18"],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/132570"],"dc:language":["en"],"dc:rights":["Copyright 2025 Elizabeth Shay"],"dc:subject":["discipline practices","Senate Bill 100","racial disparities","restorative justice","social-emotional learning","educational equity","school-to-prison pipeline."],"dc:title":["Discipline in diverse secondary schools since SB100: Trends and perceived effectiveness"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:07Z"}