r---------------------­ - -----··-·- ---·-··---- DOCUMENT RESUME ED 387 947 EA 027 335 TITLE Manual on School Uniforms. INSTITUTION Department of Justice, Washington, D.C.; Office of ~lementary and Secondary Education (ED), Washington, DC. Safe and Drug Free Schools Program. PUB [96] DA~E NOTE 9p. AVAILABLE FROM U.S. Department of Education World Wide Web Site: http://www.ed.gov PUB TYPE Guides - Non-Classroom Use (055) EDRS PRICE MFOl/PCOl Plus Postage. DESCRIPTORS *Dis~ipline; *Discipline Policy; *Dress Codes; Elementary Secondary Education; School Safety; *School Security; *Social Control; Student Behavior; Student Rights; Student School Relationship; Violence IDENTIFIERS *School Uniforms ABSTRACT In response to growing levels of violence in American schools, many communities are deciding to adopt school-uniform policies as part of an overall program to improve school safety and discipline. This document provides the following guidelines for parents, teachers, and school leaders who may consider adopting a school-uniform policy: (1) Get parents involved from the beginning; (2) protect students' religious expression; (3) protect students' other rights of expression; (4) determine whether to implement a voluntary or mandatory policy; (5) consider whether to have an opt-out provision in the case of a mandatory policy; (6) do not require students to wear a message; (7) assist families that need financial help; and (8) treat school uniforms as part of an overall safety program. Proponents assert that school uniforms may decrease violencP. and theft among students over clothing; prevent the wearing of gang colors and insignia; instill student discipline; help students and par~nts resist peer pressure; help students focus on school work; and help school officials identify intruders. The document also highlights policy models implemented in schools in the following communities: Long Beach, California; Seattle, Washington; Richmond, Virginia; Kansas City, Missouri; Memphis, Tennessee; Baltimore, Maryland; Norfolk, Virginia; and Phoenix, Arizona. (LMI) *********************************************.************************* ,., Repn,duct.lons suvplied by EDRS are the best that can be made 1c ,., from the original document. ************************************************H********************** 0 E~C 1 annat on c 00 US DEPARTMENT OF EDUCATION ou.cp 1.•' ff1.1Cdi•Qna• R~~ed•cl'\ tll'10 '"'P'OYei'T'e:ll EDUCAToONAL RESOURCES INFORMATION . / CENTER (ERIC) Cl' Thts document has been reproduced as •ccetved lrom the person or otgamzatoon ongmat•ng t! 0 M~nor changes have been made to trnprovc rcproductton G•Jahty • ro.nts o! vtew or optnrons stated 1n ;hts document do not necessarily represent olltc•al OERI ~osthon or pohcv ~ ('{') ({') 1:'­ C'(\ 0 G: BEST COPY AVAILABLE L.\l 2 E&LC ------------------~~~-------------------- Scbc:tOI Uniforms: Where They Are and Why They Work Asafe and disciplined learning environment is the first requirement of a good school. Young people who are safe and secure, who learn basic American values and the essentials of good citizen­ ship, are better students. In response to growing levels of "~olence in our schools, many parents, teachers, and school officials have come to see schoo! uniforms as one positive and creative way to reduc:e discipline problems and increase school snfety. They ob~~rved that the adoption of school uniform policies can promote school safety, im­ prove discipline, and enhance the learning environment. The potential benefits of school uniforms include: • decrtasing violence and theft-even lift·thrtatening situation.t -among students (JVer designer clothing or uptnsivt sneakers: • helping prevent gang members from wearing gang color.t and insignia at .tc:hool: • instilling students with discipline: ' • htlping parents and students resist peer pressure: • helping students concentrate on their school worlc; and • htlping school officials recognize intruders who come w the .tc:hool. As a result, many local communities are deciding to adopt school uniform policies as pan of an overall program to improve school safety and discipline. California, Florida, Georgia, Indiana, Louisiana. Maryland, New York, Tennessee, Utah and Virginia have enacted school uniform regula­ tions. Many large public school systems -including Baltimore, Cincinnati, Dayton, Detroit, Los Angeles, Long Beach, Miami, Memphis, Milwaukee, Nashville. New Orleans, Phoenix, Seattle and St. Louis - have schools with either voluntary or mandatory uniform policies, mostly in el­ eanentary and middle schools. In addition, many private and parochial schools have required uni­ forms for a number of years. Still other schools have implen.\.:'lted dress codes to encourage a safe environment by, for example, prohibiting clothes with certain language or gang colors. Users' Guide to Adopting a School Uniform Policy The decision whether to adopt a uniform policy is made by states, local school districts, and schools. For uniforms to be a success, as with all other school initiatives, parents must be involved. The following information is provided to assist parents, teachers. and school leaders in determining whether to adopt a school uniform policy. . 1. Get ptUena imol~~~~from tit~ beginning Parental support of a uniform policy is critical for success. Indeed, the strongest push for school unifnnns in recent years has come from parent groups who want better discipline in their children's schools. Parent groups have actively l~bbied schools to create uniform policies and have often led school task forces that have drawn up uniform guidelines. Muny schools that have suc· cessfully created a uniform poHty survey parents first to gauge support for school uniform require­ ments and then seek parental input in designing the uniform. Parent support is also essential in encouraging students to wear the uniform. \l 3 ERLC "*"'* ,. ------------~------~~~-------------------­ 2. Protect students' religious expnsslon A school uniform policy must accommodate students whose religious beliefs are substan­ tially burdened by a uniform requirement As U.S. Secretary of Education Richard W. Riley stated in Religious •:xpraslon In Public Schools, a guide he sent to superintendents throughout the nation "n August 10, 1995: Students may display religious messages on items of clothing to the same extent that they · are permitted to dtsplay other comparable messages. Religious messages may not be singled out for suppression, but rather are subject to the same rules ~ generally apply to compa­ rable messages. When wearing particular attire, such as yarmulkes and head scarves, dur­ ing the school day is part of students' religious practice, under the Religious Freedom Res­ toration Act schools generally may not prohibit the wearing of such items. 3. Prot~ct students' othtr rights G/expression A uniform policy may not prohibit students from wearing or displaying expressive items­ for example. a button that supports a political candidate - so long as such items do not ind~pen­ dently contribute to disruption by substantially interfering with discipline or with the rights of others. Thus. for example, a uniform policy may prohibit students from wearing a button bearing a gang insignia. A t.miform policy may also prohibit items that undermine the integrity of the uni­ form, notwithstanding their expressive nature, such as a sweatshirt that bears a political message but also covers or replaces the type of shirt required by the uniform policy. 4. Determine whether to have a voluntary or mandatory school uniform r·,licy Some schools have adopted wholly V\iluntary school uniform policies which permit stu­ dents freely to choose whether and under circumstances they will wear the school uniform. wha~ Altemativc:ly, some school5 have determined that it is both warranted and more effective to adopt a mandatory uniform policy. 5. When a mandmory school uniform policy is adopkd, d•~nnln• whther to luJve an opt out provisioa In most cases. school districts with mandatory policies allow students, nonnatly with paren­ tal consent, t"' opt out of the school unifonn requirea ~ents. Some schools have determined. however. that a.. :nandatory policy with no opt out provision is necessary to address a disruptive atmosphere. A Phoenix, Arizona school. for example, adopted a mandatory policy requiring students to wear school unifcwms, or in the alternative attend another public school. That Phoenix school uniform policy was recently upheld by a state trial court in Arizona. Note that in the absence of a finding that disruption of the learning environment has reached a point that other, lesser meas9res have been or wovld be ineffective, a mandatory school uniform policy without an opt out provision could be vulnenkh1e to legal challenge. 6. Do not require students to wear a message Schools should not impose a form of expression on student~ by requiring them to wear uniforms bearing a substantive message, such as a political message. .................a.......................... ..lllllll ~~~~~~~~~li~llll 2 4 \) EB.LC -----------------------~~~---------------------- 7. Assist familUs tlud ne1dflnancUd la1lp in many cases, school unifonns are le~s expensive than the clothing that students typically wear to school. Nonetheless, the cost of purchasing a unifonn may be a burden on some families. School districts with uniform policies should make provisions for students whose families are un­ able to afford uniforms. Many have done so. Examples of the t~pes of assistance include: (a) the school district provides uniforms to students who cannot afford to purchase them~ (b) community and business leaders provide uniforms or contribute financial support for uniforms~ (c) school par­ ents work together to make uniforms available for economically disadvantaged students~ and (d) used uniforms from graduates are made available to incoming students. 8. l'nat sclwol uniforms as JHirl ofa11 overaU saj1ty progrtzm Uniforms by t.hemselves cannot solve all of the problems of school discipline. but they can be one positive contributing factor to discipline and safety. Other initiatives that many schools have used in conjunc;tion with uniforms to address specific problems in their com111unity include aggres­ sive truancy reduction initiatives, drug prevention efforts, student-athlete drug testing, community · efforts to limit gangs. a zero tolerance policy for weapons. character education classes, and conflict resolution programs. Working with parents, teachers, students, and principals can make a uniform policy part of a strong overall safety program, one that is broadly supported in the community. Model School Uniform Policies States and local school districts must decide how they will ensure a safe and disciplined learning environment. Below are some examples of school districts that have adopted school uni­ forms as part of their strategy. Loaa Beach, California Typt: Uniforms are mandatory in all elementary and middle schools. Each school in the district det-:rmiqes the uniform its students will wear. Opt-out: Yes, with parental consent Sill ofprogram: SS,SOO elementary and middle school students lmplem1ntation dati: 1994 Support fCJr disadvantaged studenu: Each school must develop an assistance plan for families that cannot afford to buy unifonns. In most cases, graduating students either donate or sell used uni­ forms to needy families. Results: District officials found that in the year following implementation of the school unif0f11l policy. overall school crime decreased 36 percent, fights decreased SI percent. sex offenses de­ creased 74 percent, weapons offenses dec.-eased SO percent, assault and battery offenses decreased 34 percent, and vandalism decreased 18 percent. Fewer than one percent of the students have elected to opt out of the uniform policy. · 5 0 EB.LC Hffifli¥··'11• ------- -- - - - - - - - - - - - - - - - -- Dick Van Ocr Laan of the Long Beach Unified School District explained, ..We can't at­ tribute the improvement exclusively to school unifornl$, but we think it's more than coincidental." Accordina to LonJ Beach police chief William Ellis, ..Schools have fewer reasons to call the police. Therc•s less confhct among students. Students concentnte more on education, not on who's wear- · ina $100 shoes or gang attire." Seattle, Washington Mandatory uniform policy at South Shore Middle School Opt-out: Yes, with parental consent Students who opt out must attend another middle school in the district. · Size ofprogram: 900 middle school students lmplementalion date: 199S · Support for dist:Jdvanwged students: South Shore works with local businesses that contribute fi­ nancial support to the uniform program. In addition, the administration at South Shore found that the average cost of clothing a child in a school with a prescribed wardrobe is less tban in schools without such a program, sometimes 80 percent less. School officials believe that durability~ reus­ ability and year-to-year consistency also increase the economy of the school's plan. Results: The principal of South Shore, Dr. John Oennan, reports that "this year the demeanor in the school has improved 98 percent, truancy an.J tardies are down, and we have not had one reported incident of theft." Dr. Oennan explains that he began the uniform program because his students were ..draggin', saggin' and laggin'. I needed tc keep them on an academic focus. My kids were really into what others were wearina." Only five students have elected to attend another public school. Rkbmond, Virginia Type: Voluntary uniform policy at Maymont Elementary School for the Ans and Humanities Opt-out: Uniforms are voluntary. Siz.e ofprogram: 262 elementary school students /n;ple~Mntation d4te: 1994 Support for diSIJdvantaged .students: Responding to parent concerns about the cost of uniforms, the school sought community financial support for the uniform program. Largely as a result of financial donations from businesses and other community leaders, the percentage of students wear­ ing unifonns rose from 30 percent in 1994-9S, the first year of the program, to 8S percent during the current year. Results: Maymont principal Sylvia Richardson identifies many benefits of the uniform program, including improved behavior, ah increase in attendance rates and higher student achievement. 4 G \) E~C ----------------------------~~~--------------------------- .; Type: Mandatory unifonn policy at George Washinglon Carver Elemcnlary School Opt-out: None. Carver is a magnet school to which parents and students apply knowing about the uniform policy. Size ofprogram: 320 elementary school saudents lmpkmeniQlion dtJte: 1990 Support for disadvantaged students: Students receive their uniforms at no cost to them. Tbe state and school district pay for the uniforms primarily with magnet school funding. Result.r: Philomina Harshaw. the principal for aU six years that Carver has had uniforms, observed a new sense of calmness throughout the school after students began wearing uniforms. 'The chil­ dren feelaood about themselves as school uniforms build a sense of pride. •It forces adults to know a child." Memphis, Telmasee Type: Voluntary unifonn policy at Douglas Elementary School Opt-out: Uniforms are voluniia.,. Size ofprogram: 532 elementary sehool students Implementation dote: 1993 Support for disadvantaged students: Douglas has business partners in Memphis that have contrib­ uted financial suppon to purchase uniforms for needy families. Results: According lo Guidance Counselor Sharon Carter, "The tone of the school is different. There's not the competitiveness, especially in grades, 4, S, and 6, aboua who's wearing what." Ninety percent of the students have elected to wear uniforms on school uniform days, Monday through Thursday. Fridays are "casual" days during which none of the students wear uniforms. Baltimore, Maryland Type: Voluntary unifo~m policy at Mt. Royal Elementary/Middle School Opt-out: Uniforms arc voluntary. Siz.e ofprogram: 9SO elementary and middle school students Implementation dott: 1989 Support for disadvantaged students: Mt. Royal Elementary/Middle School keeps a saore of uni· forms that are provided free to students who cannot afford the $35.00 to purchase them. Ninety· eight percent of araduatina eighth graders donate their uniforms to the school. .. , . " .. \) 7 E~C F . !U ¥ ------------------~~·~------------------­ R~sults: According to Mt. Royal's assistant principal. Rhonda 'Thompson. the uniform policy "has enhanced the tone and climate of our building. It brings about a sense of seriousness about work."' All of the students have elected to participate in the uniform program. Norfolk, VIrginia Typ~: Mandatory uniform policy at Ruffner Middle School Opt-out: None. Students who come to school without a uniform are subject to in­ school detention. su.~ ofprogram: 977 middle school studentS lmpl~m~ntation date: 1995 Support for duadvantag~d stud~nts: The school provides uniforms for students who cannot aiford them. R~sults: Using U.S. Department of Education software to track discipline data, Ruffner has noted improvements in students' behavior. Leaving class without ~nnission is down 47 percent. throw­ ing objects is down 68 percent and fighting has decreased :,y 38 percent. Staff attribute these changes in part to the uniform code. Phoenix, Arizona Typ~: Mandatory unifonn policy at Phoenix Preparatory Academy Opt-out: Yes. with parental consent. Students who opt out must attend another middle school in the district. Siu ofprogram: 1,174 middle school students lmpl~m~ntation date: I995 Support for disadvantaged stud~nts: A grant from a local foundation covers •he $25 to $30 cost of uniforms for families that cannot afford to buy them. R~sults: According to the principal. Ramon Lcgba. '"The main result is an overall improvement in the school climate and a greater focus on positive behavior. A big portion of that is from uniforms." For More Information If you have questions about school programs with uniforms, please call the U.S. Depart­ ment of Education Safe and Drug Free Schools office at I -800-624-0 I0 0. Prepated by the U.S. Depel1me.it of Education in ronsullabon with local COI1li!Wnities and the U.S. Oepanment of Justice. 6 8 \) EB.LC --------------------------------· ~ - ------~ For More Information about school programs with uniforms, u.s. please call the Department or Education Safe and Drua Free Schools omee at 1·800-624.0100. \} 9 E~C -·--· ---------- -- ----------------­ .. - ­