ABSTRACT
This chapter examines how policy can backfire and have devastating educational consequences in the educational arena for the most vulnerable students. Using a Linear Purposive Action and Alternative Action Sequence sociological framework developed by Portes (2000), we examine how the “hidden abode” of U.S. zero-tolerance discipline policy from its conceptual roots to its transformative implementation has resulted in negative impact on student educational attainment and harmful policies. Further, we conclude that while this policy was intended to make schools safe, it has instead given rise to a new policy problem—the school-to-prison pipeline—and continues to aid in the pipeline’s construction. In essence, the policy exacerbated the very problem the policy was intended to solve.
