Carolyn D. Gorman, a Paulson Policy Analyst at the Manhattan Institute, recently asserted that school discipline reforms have disproportionately focused on "aggregate statistics and social-justice grandstanding" rather than addressing individual student needs. In a tweet, Gorman stated, "Rather than addressing individual student issues and needs, school discipline reforms were more concerned with aggregate statistics and social-justice grandstanding." She contends that a shift back to clear behavioral expectations and consistent enforcement would be more beneficial for students.
Gorman, whose writings frequently appear in City Journal, an urban policy magazine published by the Manhattan Institute, advocates for a more traditional approach to maintaining order in educational environments. Her argument, detailed in a City Journal piece, posits that setting and fairly enforcing school behavior expectations can significantly improve student outcomes. This perspective aligns with her previous work, including an article titled "Confronting the Student Behavior Crisis," which highlighted a perceived decline in student behavior post-pandemic.
The analyst's view counters prevailing trends in some educational circles that emphasize restorative justice and reduced exclusionary discipline, often in response to concerns about disproportionate impact on certain student demographics. Critics of these reforms, like Gorman, argue that an overemphasis on statistical outcomes can inadvertently lead to a lowering of behavioral standards and a less conducive learning environment for all students. Her work often touches upon the practical implications of policy decisions on school culture and student development.
Gorman's position underscores a broader debate within education policy regarding the balance between equity, individual support, and maintaining orderly classrooms. She suggests that a well-structured disciplinary framework, focused on clear expectations and consistent application, provides students with the necessary boundaries to thrive academically and socially. This approach, she argues, ultimately serves the best interests of the students themselves by fostering a stable and respectful learning atmosphere.