CharlotteAcademic 4 | 13 FEATURED Freelance Writer
Mar 29, 2019 | #1
Education reform has become a focal point for policy makers in the last twenty years. With school violence reaching alarming proportions and U.S. student test scores slipping below other industrialized nations, there is general agreement that something has to change in U.S. schools. Despite the agreement that change must occur, the types of change that should occur to increase the efficacy and safety of schools is a highly debated construct. As part of this paradigm, the issue of school uniforms is often at the forefront of the school reform movement. Proponents of school uniforms believe that it reduces socioeconomic differences among students, levels the academic playing field, reduces bullying and therefore creates a more efficacious school environment where learning becomes more focal. While much literature is available on the subject, actual academic case studies, scientific research that can be replicated on large scales and general unbiased examinations of the topic are in short supply. The primary data available is largely opinion based rather than fact based. At the present time, while there is some sparse evidence to suggest marginal efficacy of school uniform imposed codes, it is not sufficiently robust to rationalize wide-scale implementation of school uniforms. More evidence actually exists that contradicts the efficacy of school uniforms. The idea of school uniforms should not be abandoned, however, more actual scientific non partisan research on the subject needs to be conducted before more definitive proclamations about the subject are established.
While actual school uniforms are the exception rather than the norm in most elementary and secondary schools in the United States, dress codes are actually quite common. While some dress codes are more strict than others, they typically reflect needs and values of the local level. At the present time, more than 22% of America's public school children wear some form of standardized dress and this number grows from 200,000 students annually (Buesing 36). While private schools have long been proponents of standardized dress, the private school test scores and environments cannot be used as a comparison due to other present variables that could influence school safety and academic performance. As a result, the degree to which dress codes help a private school's performance cannot actually be separated from other variables like: special curriculum, teachers, school culture, discipline, the types of students accepted into the school and other non standard variables that go with private schooling. Regardless of one's position on school uniforms, what they are not is as magic measuring for curing all the woes of a particular school district. According to Buesing, "Some wrongly believe that creating a school uniform policy will automatically serve as the 'sliver bullet,' remedying all ills within a school system including low test scores, poor discipline and unsafe campuses" (36).
Despite many districts and parents seeing uniforms as likely being more efficacious than they are alone, there is significant growth in these types of dress codes in the past five years (Buesing 36). Even proponents that acknowledge the current state of literature suggest caution. Many advocates suggest that uniforms should not be implemented in isolation, but as part of a larger school reform process (36). In more of a private school sense, this is using the uniform in a systems capacity. As a singular entity of school reform, most evidence actually suggests that uniforms are not efficacious in creating a more serious learning environment. According to Dennis L. Evans, a 21 year veteran administrator, such notions are "not supported by any evidence...to the contrary, some of the students whose clothing and hair styles were (from my point of view anyway) the most outlandish were also among the most outstanding scholars and school leaders" (139). Evans goes on to site scandals at U.S. military academies as evidence that uniformity of dress is not equitable to a positive learning environment necessarily (139).
Drawing from eight years of empirical research into public school uniforms, researchers David Brunsma and Timothy Brennan published in the American Teacher that "Uniform policies are not effective" (4). The researchers acknowledged that in light of current trends and policies, this data may be startling. Despite its startling nature, they emphatically concluded that "Uniforms do not make our schools better" (Brunsma and Brennan 4). Though evidence suggests otherwise, in the late 1980's only a 1% growth of schools adopted uniform policies, by 2000 the rate of growth was 15.5% (4). Some put the number recently closer to 23% (4). The schools that seem most willing to aggressively pursue uniforms are elementary schools and schools with lower achieving students, more minority students and lower parental involvement (4). These districts are generally ones that can be considered to be in crisis. Specifically, the eight years of empirical research found that dress codes do not affect academic achievement (findings actually point to small negative effects), attendance, behavior/safety, students' self perception or approaches to learning (4). Even the supportive effects were non existing including academic preparation, peer pro school attitudes, safety practices and parental involvement (4).
Some detrimental effects related to school uniforms have also been recorded on the ideological level. Since the present rates of adoption of school uniforms are for schools in poor areas with high concentrations of low performing minority students, "The face of the uniformed student in U.S. public schools is one of poverty and minority status" (Brunsma and Brennan 4). In addition, some of the push for school uniforms is economically based for corporate profit. School uniforms are a 2 billion dollar industry and 5% of the children's apparel market (4). As a result, it behooves uniform manufacturers to have a strong public sentiment in favor of school uniforms. Many parents, teachers and community members operate under the erroneous assumption that uniforms are helpful. Outside of the corporate interests, the major stakeholders in school uniform programs do have the best interests of the student in mind. It would seem logical that the promises of school uniforms would deliver. Unfortunately, the reality of actual academic research suggests otherwise. This is common phenomenon in U.S. public opinion of policy. Similarly, stringent punitive methods for criminal justice are favored by the U.S. populous though academic research on the subject demonstrates no correlation between reduced crime and recidivism in States with more punitive criminal justice constructs (Farrington 96). Asymmetry between research and public opinion, as a result, is not an anomaly specific to school uniform policy.
There are some reported success stories that have been championed by the media and policy makers to demonstrate the efficacy of school uniforms. In the early 90's, the Long Beach public school district adopted mandatory school uniforms (Wilkins 19). The area had low performance, high minority concentration and large scale gang activity (19). The district reported, "dramatic decreases in violence and discipline problems, as well as higher test scores" after one year (19). While this seems promising, it is by far not compelling evidence to suggest widespread adaptation. The results of the study are frequently expounded without reference to: long term comparisons of violence/performance trends, other school reforms that were made at the same time (confounding variables), other possible external influences and without transferability of this case study to other districts in different urban and rural markets in the country. As a result, the Long Beach case study should be considered a starting point for more research rather than evidence for widespread adaptation of the practice. Other sporadic claims have been made that have similar limitations. Patricia Pickles reported that once a mandatory uniform practice was adopted by one North Chicago high school, the daily average dress code violations dropped from 58% to 2% (51). In addition, it was reported that over the two years since the adoption of the uniform policy, the average ACT scores rose from 17.2 to 19.8, more advanced placement exams are taken and more students are earning academic honors. In addition, the dropout and truancy rates also have declined (Pickles 51). Much like the Long Beach case study, the same questions are present in this model making it a foundation for further research rather than a rationalization for widespread adaption of uniform policies.
Based on the available research on the subject, the verdict is still out on school uniform policy and its relationship to increased academic performance and safer school environments. Research exists that both suggests it is not effective and that it can be effective. To find out its true efficacy, more research needs to be done to determine if it is effective and if so, under what conditions is it effective. A few isolated case studies of districts are not a sufficiently robust sampling to confidently conclude that uniform policy adaptation should occur on a widespread level. If the conditions under which uniforms can be efficacious for districts can be isolated, districts could better estimate whether or not the solution would be viable for their particular situation. At the present time, however, though a great deal of spirited argumentation has been presented by both sides, there is not evidence to suggest irrefutably that uniforms are successful. As a result, more research should be conducted without corporate influence before policy makers get behind programs to back school uniform policies.
Works Cited
Brunsma, David and Brennan, Timothy. "Speak Out: Do Uniforms Make Our Schools Better?" American Teacher. 89.5 (2005), 4-5.
Buesing, Matt. "Dress Code Adoption: A Year's Worth of Steps." School Administrator. 68.4 (2011), 36.
Evans, Dennis, L. "School Uniforms: An 'unfashionable' Dissent." Phi Delta Kappan. 78. 2 (1996), 139.
Farrington, Karen. Dark Justice. New York: Smithmark, 1995. Pickles, Patricia. "Mandating School Uniforms at All Grades." School Administrators. 57.11 (2000), 51.
Wilkins, Julia. "School Uniforms." The Humanist. 59.2 (1999), 19.
While actual school uniforms are the exception rather than the norm in most elementary and secondary schools in the United States, dress codes are actually quite common. While some dress codes are more strict than others, they typically reflect needs and values of the local level. At the present time, more than 22% of America's public school children wear some form of standardized dress and this number grows from 200,000 students annually (Buesing 36). While private schools have long been proponents of standardized dress, the private school test scores and environments cannot be used as a comparison due to other present variables that could influence school safety and academic performance. As a result, the degree to which dress codes help a private school's performance cannot actually be separated from other variables like: special curriculum, teachers, school culture, discipline, the types of students accepted into the school and other non standard variables that go with private schooling. Regardless of one's position on school uniforms, what they are not is as magic measuring for curing all the woes of a particular school district. According to Buesing, "Some wrongly believe that creating a school uniform policy will automatically serve as the 'sliver bullet,' remedying all ills within a school system including low test scores, poor discipline and unsafe campuses" (36).Despite many districts and parents seeing uniforms as likely being more efficacious than they are alone, there is significant growth in these types of dress codes in the past five years (Buesing 36). Even proponents that acknowledge the current state of literature suggest caution. Many advocates suggest that uniforms should not be implemented in isolation, but as part of a larger school reform process (36). In more of a private school sense, this is using the uniform in a systems capacity. As a singular entity of school reform, most evidence actually suggests that uniforms are not efficacious in creating a more serious learning environment. According to Dennis L. Evans, a 21 year veteran administrator, such notions are "not supported by any evidence...to the contrary, some of the students whose clothing and hair styles were (from my point of view anyway) the most outlandish were also among the most outstanding scholars and school leaders" (139). Evans goes on to site scandals at U.S. military academies as evidence that uniformity of dress is not equitable to a positive learning environment necessarily (139).
Drawing from eight years of empirical research into public school uniforms, researchers David Brunsma and Timothy Brennan published in the American Teacher that "Uniform policies are not effective" (4). The researchers acknowledged that in light of current trends and policies, this data may be startling. Despite its startling nature, they emphatically concluded that "Uniforms do not make our schools better" (Brunsma and Brennan 4). Though evidence suggests otherwise, in the late 1980's only a 1% growth of schools adopted uniform policies, by 2000 the rate of growth was 15.5% (4). Some put the number recently closer to 23% (4). The schools that seem most willing to aggressively pursue uniforms are elementary schools and schools with lower achieving students, more minority students and lower parental involvement (4). These districts are generally ones that can be considered to be in crisis. Specifically, the eight years of empirical research found that dress codes do not affect academic achievement (findings actually point to small negative effects), attendance, behavior/safety, students' self perception or approaches to learning (4). Even the supportive effects were non existing including academic preparation, peer pro school attitudes, safety practices and parental involvement (4).
Some detrimental effects related to school uniforms have also been recorded on the ideological level. Since the present rates of adoption of school uniforms are for schools in poor areas with high concentrations of low performing minority students, "The face of the uniformed student in U.S. public schools is one of poverty and minority status" (Brunsma and Brennan 4). In addition, some of the push for school uniforms is economically based for corporate profit. School uniforms are a 2 billion dollar industry and 5% of the children's apparel market (4). As a result, it behooves uniform manufacturers to have a strong public sentiment in favor of school uniforms. Many parents, teachers and community members operate under the erroneous assumption that uniforms are helpful. Outside of the corporate interests, the major stakeholders in school uniform programs do have the best interests of the student in mind. It would seem logical that the promises of school uniforms would deliver. Unfortunately, the reality of actual academic research suggests otherwise. This is common phenomenon in U.S. public opinion of policy. Similarly, stringent punitive methods for criminal justice are favored by the U.S. populous though academic research on the subject demonstrates no correlation between reduced crime and recidivism in States with more punitive criminal justice constructs (Farrington 96). Asymmetry between research and public opinion, as a result, is not an anomaly specific to school uniform policy.
There are some reported success stories that have been championed by the media and policy makers to demonstrate the efficacy of school uniforms. In the early 90's, the Long Beach public school district adopted mandatory school uniforms (Wilkins 19). The area had low performance, high minority concentration and large scale gang activity (19). The district reported, "dramatic decreases in violence and discipline problems, as well as higher test scores" after one year (19). While this seems promising, it is by far not compelling evidence to suggest widespread adaptation. The results of the study are frequently expounded without reference to: long term comparisons of violence/performance trends, other school reforms that were made at the same time (confounding variables), other possible external influences and without transferability of this case study to other districts in different urban and rural markets in the country. As a result, the Long Beach case study should be considered a starting point for more research rather than evidence for widespread adaptation of the practice. Other sporadic claims have been made that have similar limitations. Patricia Pickles reported that once a mandatory uniform practice was adopted by one North Chicago high school, the daily average dress code violations dropped from 58% to 2% (51). In addition, it was reported that over the two years since the adoption of the uniform policy, the average ACT scores rose from 17.2 to 19.8, more advanced placement exams are taken and more students are earning academic honors. In addition, the dropout and truancy rates also have declined (Pickles 51). Much like the Long Beach case study, the same questions are present in this model making it a foundation for further research rather than a rationalization for widespread adaption of uniform policies.
Based on the available research on the subject, the verdict is still out on school uniform policy and its relationship to increased academic performance and safer school environments. Research exists that both suggests it is not effective and that it can be effective. To find out its true efficacy, more research needs to be done to determine if it is effective and if so, under what conditions is it effective. A few isolated case studies of districts are not a sufficiently robust sampling to confidently conclude that uniform policy adaptation should occur on a widespread level. If the conditions under which uniforms can be efficacious for districts can be isolated, districts could better estimate whether or not the solution would be viable for their particular situation. At the present time, however, though a great deal of spirited argumentation has been presented by both sides, there is not evidence to suggest irrefutably that uniforms are successful. As a result, more research should be conducted without corporate influence before policy makers get behind programs to back school uniform policies.
Works Cited
Brunsma, David and Brennan, Timothy. "Speak Out: Do Uniforms Make Our Schools Better?" American Teacher. 89.5 (2005), 4-5.
Buesing, Matt. "Dress Code Adoption: A Year's Worth of Steps." School Administrator. 68.4 (2011), 36.
Evans, Dennis, L. "School Uniforms: An 'unfashionable' Dissent." Phi Delta Kappan. 78. 2 (1996), 139.
Farrington, Karen. Dark Justice. New York: Smithmark, 1995. Pickles, Patricia. "Mandating School Uniforms at All Grades." School Administrators. 57.11 (2000), 51.
Wilkins, Julia. "School Uniforms." The Humanist. 59.2 (1999), 19.