Exclusionary discipline and the implementation of zero-tolerance policies are disproportionately used against African American students and other marginalized groups. This case involves an urban school district with historically high rates of suspension, a low-performing middle school, and a new principal seeking to create a more socially just school. The case draws upon critical race theory and social justice leadership to explore issues related to urban education, discipline policy, racism, deficit thinking, and community engagement. The case raises important questions related to educational policy and principal preparation.
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