The author of the analytical essay "The Disproportionality of School Discipline in U.S. Public Schools as It Relates to Race" assumes that racial disproportional discipline became significantly more noticeable after schools became desegregated, especially in high socioeconomic schools. The integration of students was not supported by racial tolerance, becoming more evident in the disciplinary practices since then. At the end of the paper, the author sums up that racial disparities in school disciplinary procedures suggest that there are biases that exist. School officials that rely on suspensions and expulsions as a means to enforce discipline may need to routinely monitor and evaluate the extent of disproportion in those punished.
Furthermore, the analysis between the Social Interaction Theory and the disproportion of school discipline should give lawmakers something to go by when formulating laws to address this problem. It would not be unreasonable for lawmakers to give consideration in requiring all schools to keep and publish statistics about the disbursement of school discipline.
Lastly, schools that show a disproportionate rate of disciplinary measures should be mandated to come up with a plan to distribute discipline more evenly. Cultural competency classes should be mandated for all school officials and teachers. Education in college institutions and graduate schools should pay closer attention to this issue and recognize these issues in training new teachers.