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Date: April 30, 2024 Tue
Time: 2:57 am
Time: 2:57 am
Results for school crime (vermont)
1 results foundAuthor: Diaz, Jay Title: Kicked Out! Unfair and Unequal Student Discipline in Vermont's Public Schools Summary: Over the course of the last decade, Vermont policymakers have shown great concern about the widening achievement gap between low-income students and their upper-income peers. This achievement gap is closely connected to disability, race, and poverty. Because kids with disabilities, of color, and from low-income families do worse in school, they are more likely to grow up to be poor adults. Not only does this outcome violate our sense of justice as Vermonters, it also weakens our faith that education is the great equalizer. If our state is to create and maintain a stable, productive, and vibrant society, we must do something to ensure that all students are able to succeed. To that end, Vermont is making strides to reduce child poverty and ensure educational equality. We fund our schools through a system that promotes equal access to quality public education no matter the town's property values or income levels. We are also moving toward universal pre-K and healthcare, improving access to early childcare for low-income families, and raising the minimum wage. However, we have shied away from coming up with policy solutions to reduce other continuing inequities in our education system. While Vermont's education system ranks high nationally, we continue to see gaps in achievement, skills, aspiration for post-secondary attendance, and direct college attendance. Why? Across the country, educators, policymakers, advocates, parents, and students are finding some of the answers. In a 2014 report, The Council of State Governments found large disparities between the rates of exclusionary discipline for students with disabilities, students of color, and students from low-income families when compared with other students. The report emphasized that "an overreliance on suspensions, expulsions, and arrests has been shown as counterproductive to achieving many of a school's goals and has had tremendously negative consequences for youth." For instance, a Johns Hopkins study showed that students suspended just one time in grade 9 had double the risk of dropping out. Other studies have shown that disciplinary removal increases the likelihood of contact with the juvenile justice system by threefold. Myriad other studies connect drop-out rates to a greater likelihood of incarceration as an adult and higher poverty rates. Furthermore, the issue is seen as having such great importance that the U.S. Departments of Justice and Education jointly released legal guidance on the need to improve school discipline and climate. Thankfully, the Council also found that intentionally correcting these disparities by lowering exclusionary discipline not only improved school climate, safety, and order, but also kept students engaged in learning and increased their chances for life-long success. According to the Discipline Disparities Research Collaborative, numerous studies show that the use of positive behavior interventions and supports, non-punitive response protocols, restorative justice, and associated professional development for school staff have effectively improved school climate and academic achievement for all students. This report seeks to provide Vermont's policymakers, educators, advocates, parents, and students with the information necessary to assess school discipline in Vermont and to identify where we must go from here. Sadly, when it comes to school discipline rates and disparities, Vermont is not faring better than most other states. A comprehensive review of Vermont's school discipline data submitted to the 2011-2012 US Department of Education's Civil Rights Data Collection (CRDC) shows that we suspend students at a rate similar to most other states. During 2011-2012, 5-10% of Vermont's public school students were suspended, losing at least 8,000 days of school. In addition, Vermont's students with disabilities and students of color were two to three times more likely to be excluded from school through suspension and expulsion. These disparities persisted for restraint, seclusion, and referral to law enforcement. Details: Vermont Legal Aid, 2015. 41p. Source: Internet Resource: Accessed January 28, 2015 at: http://www.vtlegalaid.org/assets/Uploads/Kicked-Out-Unfair-and-Unequal-Student-Discipline-in-Vermonts-Public-Schools.pdf Year: 2015 Country: United States URL: http://www.vtlegalaid.org/assets/Uploads/Kicked-Out-Unfair-and-Unequal-Student-Discipline-in-Vermonts-Public-Schools.pdf Shelf Number: 134482 Keywords: Racial DisparitiesSchool Crime (Vermont)School DisciplineSchool Suspensions |