关于学生是否要穿校服的辩论是从1983年开始的，为了回应“一个危险的民族，，对美国正在被平庸的崛起毁坏的教育基础的警告”的报道。1987年，在美国动乱的教育系统状态被详述以后，马里兰州巴尔樱桃树小学最先实施，紧接着跟随的是加利福尼亚州长滩区的长滩联合学校。在长滩区，校服政策的实施出现了积极地成果，比如校园暴力的减少和出勤率的增加。这促使前总统比尔克林顿在1996年的国情咨文中鼓励公立学校为了减少暴力和增加纪律性执行这一政策。这项运动的支持者主张这一政策有减少学生犯罪率的潜力 (Scherer, 1991)，能降低帮派暴力(Kennedy, 1995; Loesch, 1995)，并在学校里区分学生和陌生人 (Gursky, 1996)。从学术上说，校服提高了学生的学习，促进了学生对学校的积极态度(Stover, 1990)，提高了对学校的骄傲感 (Jarchow, 1992)。
Debate over outfitting school children into their uniforms started in 1983 in response to the report A Nation at Risk warning America of its eroding educational foundation marred by the "rising tide of mediocrity". Then in 1987, four years after the disturbing status of the American educational system was detailed, Cherry Hill Elementary School in Baltimore, Maryland became the first to implement followed by the Long Beach Unified District in Long Beach, California. In the case of the Long Beach District, the uniform policy yielded positive outcomes such as decreased school violence and increased attendance which prompted former president Bill Clinton in his State of the Union address in 1996 to endorse this policy in public schools for the curtailment of violence and promotion of discipline. Supporters of the movement argued that the policy has the potential of decreasing rate of student victimization (Scherer, 1991), lowering gang violence (Kennedy, 1995; Loesch, 1995), and distinguishing strangers from students within the school premises (Gursky, 1996). Academically, school uniforms enhanced student learning and promoted positive attitudes toward school (Stover, 1990), heightened sense of pride for the school (Jarchow, 1992), high level of student achievement (Thomas, 1994), enhanced school preparedness (Thomas, 1994), and compliance to school ideals (La Pointe, Holloman, & Alleyne, 1992; Workman & Johnson, 1994). On the behavioral aspect, mandatory school uniform policies reduce discipline problems such as suspension, substance abuse, and absenteeism (Gursky, 1996). Moreover, it was supported by various schools because self-esteem of students was increased (Thomas, 1994) and feelings of unity among students were reinforced (La Pointe, Holoman, & Alleyne, 1992).
Though the number of advocates to the school uniform movement continues to grow, opponents argued there is mounting evidence that the policy does not deliver the effects as stipulated by those in favor of the school uniform policy. Key findings of longitudinal analyses from kindergarten to tenth grade found empirical evidence to disprove the claims of the supporters. From the paper of Brusma (2006), it would be gleaned that school uniforms had no impact on school's climate expect among eighth grade principals' perceptions that wearing uniforms compromises school safety. Another close inspection of Brusma's synthesis revealed that the policy had no effect on academic performance of elementary, middle, or high school students save for its negative impact on reading performance. Moreover, evidence points to the policy's inefficiency in creating a positive learning milieu. In terms of its impact on school attendance, no significant effects were detected among the eighth and tenth graders. Another argument critics have against the policy is its violation of the students' First Amendment rightsa
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