AbdulkadirogluAAngristJDynarskiS, et al. (2011) Accountability and flexibility in public schools: Evidence from Boston’s charters and pilots. Quarterly Journal of Economics126(2): 699–748.
2.
AdamsonFCook-HarveyCDarling-HammondL (2015) Whose choice? Student experiences and outcomes in the New Orleans school marketplace. Report, Stanford Center for Opportunity Policy in Education. Available at https://edpolicy.stanford.edu/library/publications/1374 (accessed 1 September 2021).
AngristJDDynarskiSMKaneTJ, et al. (2012) Who benefits from KIPP?Journal of Policy Analysis and Management31(4): 837–860.
5.
ArumRVelezM, eds (2012) Improving Learning Environments: School Discipline and Student Achievement in Comparative Perspective. Stanford, CA: Stanford University Press.
6.
BeckB (2019) Broken windows in the cul-de-sac? Race/ethnicity and quality-of-life policing in the changing suburbs. Crime & Delinquency65(2): 270–292.
7.
BertrandMPanJ (2013) The trouble with boys: Social influences and the gender gap in disruptive behavior. American Economic Journal: Applied Economics5(1): 32–64.
8.
Bonilla-SilvaE (1997) Rethinking racism: Toward a structural interpretation. American Sociological Review62(3): 465–480.
9.
BruchSKSossJ (2018) Schooling as a formative political experience: Authority relations and the education of citizens. Perspectives on Politics16(1): 36–57.
10.
CamachoKAKrezmienMP (2019) Individual- and school-level factors contributing to disproportionate suspension rates: A multilevel analysis of one state. Journal of Emotional and Behavioral Disorders27(4): 209–220.
11.
Campaign Zero (2019) Solutions: End broken windows policing. Available at: https://www.joincampaignzero.org/brokenwindows/ (accessed 1 April 2019).
12.
CarterSC (2000) No Excuses: Lessons From 21 High-Performing, High-Poverty Schools. Washington, D.C.: The Heritage Foundation.
13.
CateS (2016) Devolution, not decarceration: The limits of juvenile justice reform in Texas. Punishment & Society18(5): 578–609.
14.
CollinsPH (2000) Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment. 2nd Ed. New York: Routledge.
15.
CollinsR (2007) Strolling while poor: How broken-windows policing created a new crime in Baltimore. Georgetown Journal on Poverty Law & PolicyXIV(3): 419–439.
16.
EberhardtJLGoffPAPurdieVJ, et al. (2004) Seeing black: Race, crime, and visual processing. Journal of Personality and Social Psychology87(6): 876–893.
17.
DeVoeJFPeterKNoonanM, et al. (2005) Indicators of School Crime and Safety: 2005. Report, National Center for Education Statistics. Available at https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006001 (accessed 1 September 2021).
18.
DisareM (2016) The shift away from ‘no-excuses’ discipline. The Atlantic, March.
19.
DobbieWFryerRG (2013) Getting beneath the veil of effective schools: Evidence from New York city. American Economic Journal: Applied Economics5(4): 28–60.
20.
DobbieWFryerRG (2020) Charter schools and labor market outcomes. Journal of Labor Economics38(4): 915–957.
21.
DuxburySW (2021) Who controls criminal law? Racial threat and the adoption of state sentencing law, 1975 to 2012. American Sociological Review86(1): 123–153.
22.
EdwardsL (2016) Homogeneity and inequality: School discipline inequality and the role of racial composition. Social Forces95(1): 55–75.
23.
EitleTMEitleDJ (2004) Inequality, segregation, and the overrepresentation of African Americans in school suspensions. Sociological Perspectives47(3): 269–287.
24.
EllisonS (2012) It’s in the name: A synthetic inquiry of the knowledge Is power program (KIPP). Educational Studies48: 550–575.
25.
FabeloTThompsonMDPlotkinM, et al. (2011) Breaking schools’ rules: A statewide study of how school discipline relates to students’ success and juvenile justice involvement. Report, National Center on Safe Supportive Learning Environments. Available at https://knowledgecenter.csg.org/kc/system/files/Breaking_School_Rules.pdf (accessed 1 September 2021).
26.
FaganJDaviesG (2000) Street stops and broken windows: Terry, race, and disorder in New York city. Fordham Urban Law Journal 28(2): 457–504.
27.
FeaginJRFeaginCB (1978) Discrimination American Style: Institutional Racism and Sexism. Englewood Cliffs, NJ: Prentice-Hall.
28.
FergusonAA (2000) Bad Boys: Public Schools in the Making of Black Masculinity. Ann Arbor,MI: University of Michigan Press.
GoffPAEberhardtJLWilliamsMJ, et al. (2008) Not yet human: Implicit knowledge, historical dehumanization, and contemporary consequences. Journal of Personality & Social Psychology94(2): 292–306.
31.
GoffPAJacksonMCDi LeoneBAL, et al. (2014) The essence of innocence: Consequences of dehumanizing black children. Journal of Personality and Social Psychology106(4): 526–545.
32.
GolannJW (2015) The paradox of success at a no-excuses school. Sociology of Education88(2): 103–119.
33.
GolannJWTorresAC (2018) Do no-excuses disciplinary practices promote success?Journal of Urban Affairs42(4): 617–633.
34.
GoodmanJF (2013) Charter management organizations and the regulated environment: Is it worth the price?Educational Researcher42(2): 89–96.
35.
GottfredsonDCDiPietroSM (2011) School size, social capital, and student victimization. Sociology of Education84(1): 69–89.
36.
HarcourtBE (2001) Illusion of Order: The False Promise of Broken Windows Policing. Cambridge, MA: Harvard University Press.
37.
HarcourtBELudwigJ (2006) Broken windows: New evidence from New York City and a five-city social experiment. The University of Chicago Law Review73(1): 271–320.
38.
HartmanSV (1997) Scenes of Subjection: Terror, Slavery, and Self-making in Nineteenth-Century America. New York and Oxford: Oxford University Press.
39.
HirshCE (2014) Beyond treatment and impact: A context-oriented approach to employment discrimination. American Behavioral Scientist58(2): 256–273.
40.
HoffmanS (2014) Zero benefit: Estimating the effect of zero tolerance discipline polices on racial disparities in school discipline. Educational Policy28(1): 69–95.
41.
JacobsenWCPaceGTRamirezNG (2018) Punishment and inequality at an early age: Exclusionary discipline in elementary school. Social Forces97(3): 973–998.
42.
Kohler-HausmannI (2018) Misdemeanorland: Criminal Courts and Social Control in an Age of Broken Windows Policing. Princeton and Oxford: Princeton University Press.
43.
KrezmienMPLeonePEAchillesGM (2006) Suspension, race, and disability: Analysis of statewide practices and reporting. Journal of Emotional and Behavioral Disorders14: 217–226.
44.
KupchikACatlawTJ (2015) Discipline and participation: The long-term effects of suspension and school security on the political and civic engagement of youth. Youth & Society47(1): 95–124.
45.
KupchikAWardG (2014) Race, poverty, and exclusionary school security: An empirical analysis of U.S. elementary, middle, and high schools. Youth Violence and Juvenile Justice12(4): 332–354.
46.
LakeRBowenMDemerittA, et al. (2012) Learning from charter school management organizations: Strategies for student behavior and teacher coaching. Mathematica Policy Research, Inc. (March). Available at https://files.eric.ed.gov/fulltext/ED530801.pdf (accessed 1 September 2021).
47.
LemovD (2010) Teach Like a Champion: 49 Techniques That Put Students on the Path to College. San Francisco,CA: Jossey-Bass.
48.
LopataCWallaceNVFinnKV (2005) Comparison of academic achievement between Montessori and traditional education programs. Journal of Research in Childhood Education20(1): 5–13.
49.
LosenDJGillespieJ (2012) Opportunities Suspended: The Disparate Impact of Disciplinary Exclusion from School. Los Angeles: The Civil Rights Project at UCLA.
MorrisEW (2005) ‘Tuck in that shirt!’ race, class, gender, and discipline in an urban school. Sociological Perspectives48(1): 25–48.
52.
MorrisEWPerryBL (2016) The punishment gap: School suspension and racial disparities in achievement. Social Problems63(1): 68–86.
53.
MorrisEWPerryBL (2017) Girls behaving badly? Race, gender, and subjective evaluation in the discipline of African American girls. Sociology of Education90(2): 127–148.
54.
MuhammadKG (2010) The Condemnation of Blackness: Race, Crime, and the Making of Modern Urban America. Cambridge and London: Harvard University Press.
55.
NealLVIMcCrayADWebb-JohnsonG, et al. (2003) The effects of African American movement styles on teachers’ perceptions and reactions. The Journal of Special Education37(1): 49–57.
56.
New York Advisory Committee to the U.S. Commission on Civil Rights (2018) The Civil Rights Implications of “Broken Windows” Policing in NYC and General NYPD Accountability to the Public. Available at https://www.usccr.gov/pubs/2018/03-22-NYSAC.pdf (accessed 1 September 2021).
The New York Times (2020) Nice white parents. Available at: https://podcasts.apple.com/us/podcast/nice-white-parents/id1524080195 (accessed 4 January 2021).
59.
NolanK (2011) Police in the Hallways: Discipline in an Urban High School. Minneapolis: University of Minnesota Press.
60.
OkonofuaJAEberhardtJL (2015) Two strikes: Race and the disciplining of young students. Psychological Science26(5): 617–624.
61.
OwensJMcLanahanSS (2020) Unpacking the drivers of racial disparities in school suspension and expulsion. Social Forces98(4): 1548–1577.
62.
PayneAAWelchK (2010) Modeling the effects of racial threat on punitive and restorative school discipline practices. Criminology: An Interdisciplinary Journal48(4):1019–1062.
63.
PayneAAWelchK (2015) Restorative justice in schools: The influence of race on restorative discipline. Youth & Society47(4): 539–564.
64.
PerryBLMorrisEW (2014) Suspending progress: Collateral consequences of exclusionary punishment in public schools. American Sociological Review79(6): 1–21.
65.
PetrasHMasynKEBuckleyJA, et al. (2011) Who is most at risk for school removal? A multi-level discrete-time survival analysis of individual- and context-level influences. Journal of Educational Psychology103(1): 223–237.
66.
PhelpsMS (2013) The paradox of probation: Community supervision in the age of mass incarceration. Law and Policy35(1–2): 51–80.
67.
RayV (2019) A theory of racialized organizations. American Sociological Review84(1): 26–53.
68.
RameyDM (2015) The social structure of criminalized and medicalized school discipline. Sociology of Education88(3): 181–201.
69.
RameyDM (2016) The influence of early school punishment and therapy/medication on social control experiences during young adulthood. Criminology; An Interdisciplinary Journal54(1): 113–141.
70.
RattanALevineCSDweckCS, et al. (2012) Race and the fragility of the legal distinction between juveniles and adults. PLoS ONE7(5): 5–9.
71.
ReckhowSSnyderJW (2014) The expanding role of philanthropy in education politics. Educational Researcher43(4): 186–195.
72.
RenzulliLAEvansL (2005) School choice, charter schools, and white flight. Social Problems52(3): 398–418.
73.
RichieB (2012) Arrested Justice: Black Women, Violence, and America’s Prison Nation. New York: New York University Press.
74.
RielVParcelTLMickelsonRA, et al. (2018) Do magnet and charter schools exacerbate or ameliorate inequality?Sociology Compass12: 1–15.
75.
RocqueMPaternosterR (2011) Understanding the antecedents of the ‘school-to-jail’ link: The relationship between race and school discipline. The Journal of Criminal Law and Criminology101(2): 633–665.
76.
Russell-BrownKK (2008) The Color of Crime: Racial Hoaxes, White Fear, Black Protectionism, Police Harassment, and Other Macroaggression. 2nd Ed. New York: New York University Press.
77.
SampsonRJRaudenbushSW (1999) Systematic social observation of public spaces: A new look at disorder in urban neighborhoods.”American Journal of Sociology105(3): 603–651.
78.
SampsonRJRaudenbushSW (2004) Seeing disorder: Neighborhood stigma and the social construction of ‘broken windows.’Social Psychology Quarterly67(4): 319–342.
ScheptJN (2016) Progressive Punishment: Job Loss, Jail Growth, and the Neoliberal Logic of Carceral Expansion. New York: New York University Press.
81.
SkibaRJMichaelRSNardoAC, et al. (2002) The color of discipline: Sources of racial and gender disproportionality in school punishment. The Urban Review34(4): 317–342.
82.
SondelB (2015) Raising citizens or raising test scores? Teach For America, ‘no excuses’ charters, and the development of the neoliberal citizen. Theory & Research in Social Education43(3): 289–313.
83.
SousaWHKellingGL (2010) Police and the reclamation of public places: A study of MacArthur Park in Los Angeles. International Journal of Police Science & Management12(1): 41–54.
84.
SparksSD (2016) In charter school era, Montessori model flourishes. Education Week, May 26.
85.
StainbackKRatliffTNRoscignoVJ (2011) The context of workplace sex discrimination: Sex composition, workplace culture and relative power. Social Forces89(4): 1165–1188.
86.
StuartF (2016) Down, Out, and Under Arrest: Policing and Everyday Life in Skid Row. Chicago,IL: University of Chicago Press.
87.
SullivanALVan NormanERKlingbeilDA (2014) Exclusionary discipline of students with disabilities: Student and school characteristics predicting suspension. Remedial and Special Education35(4): 199–210.
88.
ThernstromAThernstromS (2003) No Excuses: Closing the Racial Gap in Learning. New York: Simon & Schuster.
89.
Van WinkleT (2008) Expeditionary learning schools: The relationship between implementation gains and growth in student achievement. Dissertation, University of Wisconsin-Madison.
90.
VargasJHC (2008) Never Meant to Survive: Genocide and Utopias in Black Diaspora Communities. Plymouth, UK: Rowman and Littlefield Publishers.
91.
VerdugoRR (2002) Race-ethnicity, social class, and zero-tolerance policies: The cultural and structural wars. Education and Urban Society35(1): 50–75.
92.
WelchKPayneAA (2010) Racial threat and punitive school discipline. Social Problems57(1): 25–48.
93.
WelchKPayneAA (2012) Exclusionary school punishment: The effect of racial threat on expulsion and suspension. Youth Violence and Juvenile Justice10: 155–171.
94.
WhitmanD (2008) Sweating the Small Stuff: Inner-City Schools and the New Paternalism. Washington, DC: Thomas B. Fordham Institute.