the traditional faculty control system in that it relied on professors to detect cheating, except in this system cheaters were brought before centralized boards of students and faculty for punishment. By the 1960s over a quarter of American universities had adopted this system of mixed judicial boards. Student due-process rights Starting in the 1960s, the U.S. Supreme Court began chipping away at the in loco parentis doctrine, giving college students more civil liberties such as the right of due process in disciplinary proceedings (Dixon v. Alabama Board of Education, 1961). Modified honor codes Recently, Donald L. McCabe and Linda Klebe Trevino, two experts in the field of academic dishonesty, have proposed a new way of deterring cheating that has been implemented in schools such as the University of Maryland. Modified honor codes put students in charge of the judicial hearing process, making it clear that it is the students' responsibility to stop cheating amongst themselves, but at the same time students still have proctored exams and are not allowed to take pledges of good conduct in place of professor oversight. The researchers who advocate this type of code seem to think that the normal honor code is something of a special case that is not applicable to many schools. According to supporters of this system, schools with a large student body, a weak college community, or no history of student self-governance will not be able to support a full honor code. However, while modified honor codes seem to be more effective than faculty or administration run integrity codes of conduct, research shows that schools with modified codes still have higher rates of cheating than schools with full honor codes. Comparison of different systems of enforcement Research has shown that there is a strong correlation between forms of academic integrity system and levels of cheating at a school. Several studies have found students who attend schools with honor codes are less likely to cheat than students at schools with traditional integrity codes. Another study found that only 28% of schools with honor codes have high levels of cheating, whereas 81% of schools with mixed judicial boards have high rates of cheating. Whereas faculty or administration run codes of conduct tend to rely on policing and punishment to deter students from cheating, honor codes tend to rely on and cultivate student senses of honor and group peer pressure to deter academic misconduct.