When Federal Law and State Policies Collide: African American Boys are Laden with Momentous Challenges

Abstract

This qualitative study examined urban school personnel’s opinions, perceptions, and strategies in implementing the following: (a) locally mandated Zero Tolerance Discipline Policies, (b) nationally mandated standardized high-stakes testing laws, and (c) how the two combined can be counterproductive to one another. Three themes emerged from the research. The first and predominate theme that emerged and discussed was “perspectives that described the potential impact standardized high-stakes assessments have on African American male students that violate the Zero Tolerance Discipline Policy.” The research and its recommendations are valuable to policymakers, education advocates, stakeholders, superintendents, boards of education, administrators, teachers, and parents.

Citation

Fletcher-Bates, K. (2014), "When Federal Law and State Policies Collide: African American Boys are Laden with Momentous Challenges", African American Male Students in PreK-12 Schools: Informing Research, Policy, and Practice (Advances in Race and Ethnicity in Education, Vol. 2), Emerald Group Publishing Limited, Leeds, pp. 193-216. https://doi.org/10.1108/S2051-231720140000002027