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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 DA~E [96] 


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) 

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EDUCAToONAL RESOURCES INFORMATION 

. / CENTER (ERIC) 

Cl' Thts document has been reproduced as 

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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 citizenship, 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, improve 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 regulations. 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 eleanentary and middle schools. In addition, many private and parochial schools have required uniforms 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 requirements and then seek parental input in designing the uniform. Parent support is also essential in 

encouraging students to wear the uniform. 

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2. Protect students' religious expnsslon 

A school uniform policy must accommodate students whose religious beliefs are substantially 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 comparable messages. When wearing particular attire, such as yarmulkes and head scarves, during the school day is part of students' religious practice, under the Religious Freedom Restoration 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 itemsfor example. a button that supports a political candidate - so long as such items do not ind~pendently 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 uniform, 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 students freely to choose whether and under wha~ circumstances they will wear the school uniform. 

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 parental 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. 
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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 unable 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 parents 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 aggressive 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 uniforms 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 uniforms 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 decreased 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. · 

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Dick Van Ocr Laan of the Long Beach Unified School District explained, ..We can't attribute 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 financial 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~ reusability 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 wearing 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. 
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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 children 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. 
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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 inschool 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. throwing 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. Department of Education Safe and Drug Free Schools office at I -800-624-0 I 00. 

Prepated by the U.S. Depel1me.it of Education in ronsullabon with local COI1li!Wnities and the U.S. Oepanment of Justice. 
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For More Information about school programs with uniforms, 

please call the u.s. Department or Education 

Safe and Drua Free Schools omee at 1·800-624.0100.