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Abstract
Background
The disparities and inequalities that exists in the education system are perpetuated through behavioral alternative schools (BASs). It is suggested that assignment to a BAS does not significantly improve students' grades but rather leads primarily Black impoverished students through the school-to-prison pipeline.
Objective
Although BASs have existed for more than four decades and continue to enroll annually large populations of America's students, implications for policy, practice, and future research remain relevant.
Methods
This review offers a brief history of BASs and zero tolerance policy (ZTP) in public schools.
Findings
The review offers ZTP recommendations for policy restoration and provides an outline of a four-step process for implementing ZTP fairly and equally.
Conclusions
Moving current alternative schools into self-directed learning with social and community supports, not only promotes social justice, but also allows for restoration of ZTP to focus on the undeniable need to keep children of all races safe in school.
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