This work selects a political cite in which the state policy reform occurs to examine reasons and underlying ideologies for some consensus on the debates regarding the need to criminalize or decriminalize truancy. Studying the legislation help to unpack the nature of relationships in social systems, with the purpose of eliminating unbalanced power relations in the politics of school discipline policy reform. Embedding whiteness as a grounded lens, we conducted critical discourse analysis and critical policy analysis to deconstruct one bill to capture major competing political discourses pertinent to school disciplinary policy reform the Texas State Legislature. Although the counter-discourse of the reform shows resistance toward change, findings reflect widespread concerns across broad constituencies about the injustice of school disciplinary policy, the necessity of decriminalizing students, and the ideologies of discipline and control. The rich discourses reveal tensions of opponents' political stances on the issues of school-to-prison pipeline at the macro-level. With an eye toward reframing the academic discourse with respect to school disciplinary issues, we further discuss the language used in describing truancy issues and offer an in-depth understanding of the dominant discourse of discipline policy reform.