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This qualitative research study was conducted to ascertain how urban school leaders conceptualized school discipline policies in ways that supported the education of students of color as well as how their values and beliefs informed the implementation of school discipline policies in ways that supported the education of students of color. Urban school leadership participants' experience was primarily in the nation's largest school district, New York City. Two research questions guided thedoi:10.7916/d8-c9s6-0h44 fatcat:nv3j7ty4l5caldlghauh24ic5i