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Date: April 29, 2024 Mon
Time: 9:12 pm
Time: 9:12 pm
Results for school suspension
8 results foundAuthor: U.S. Department of Education, Office for Civil Rights Title: Data Snapshot: School Discipline Summary: INSIDE THIS SNAPSHOT: School Discipline, Restraint, & Seclusion Highlights - Suspension of preschool children, by race/ethnicity and gender (new for 2011-2012 collection): Black children represent 18% of preschool enrollment, but 48% of preschool children receiving more than one out-of-school suspension; in comparison, white students represent 43% of preschool enrollment but 26% of preschool children receiving more than one out of school suspension. Boys represent 79% of preschool children suspended once and 82% of preschool children suspended multiple times, although boys represent 54% of preschool enrollment. - Disproportionately high suspension/expulsion rates for students of color: Black students are suspended and expelled at a rate three times greater than white students. On average, 5% of white students are suspended, compared to 16% of black students. American Indian and Native-Alaskan students are also disproportionately suspended and expelled, representing less than 1% of the student population but 2% of out-of-school suspensions and 3% of expulsions. - Disproportionate suspensions of girls of color: While boys receive more than two out of three suspensions, black girls are suspended at higher rates (12%) than girls of any other race or ethnicity and most boys; American Indian and Native-Alaskan girls (7%) are suspended at higher rates than white boys (6%) or girls (2%). - Suspension of students with disabilities and English learners: Students with disabilities are more than twice as likely to receive an out-of-school suspension (13%) than students without disabilities (6%). In contrast, English learners do not receive out-of-school suspensions at disproportionately high rates (7% suspension rate, compared to 10% of student enrollment). - Suspension rates, by race, sex, and disability status combined: With the exception of Latino and Asian-American students, more than one out of four boys of color with disabilities (served by IDEA) - and nearly one in five girls of color with disabilities - receives an out-of-school suspension. - Arrests and referrals to law enforcement, by race and disability status: While black students represent 16% of student enrollment, they represent 27% of students referred to law enforcement and 31% of students subjected to a school-related arrest. In comparison, white students represent 51% of enrollment, 41% of students referred to law enforcement, and 39% of those arrested. Students with disabilities (served by IDEA) represent a quarter of students arrested and referred to law enforcement, even though they are only 12% of the overall student population. - Restraint and seclusion, by disability status and race: Students with disabilities (served by IDEA) represent 12% of the student population, but 58% of those placed in seclusion or involuntary confinement, and 75% of those physically restrained at school to immobilize them or reduce their ability to move freely. Black students represent 19% of students with disabilities served by IDEA, but 36% of these students who are restrained at school through the use of a mechanical device or equipment designed to restrict their freedom of movement. Details: Washington, DC: U.S. Department of Education, Office for Civil Rights, 2014. 24p. Source: Internet Resource: Issue Brief No.1: Accessed April 23, 2014 at: http://www2.ed.gov/about/offices/list/ocr/docs/crdc-discipline-snapshot.pdf Year: 2014 Country: United States URL: http://www2.ed.gov/about/offices/list/ocr/docs/crdc-discipline-snapshot.pdf Shelf Number: 132140 Keywords: Racial DisparitiesSchool CrimeSchool DisciplineSchool Suspension |
Author: Council of State Governments Justice Center Title: The School Discipline Consensus Report: Strategies from the Field to Keep Students Engaged in School and Out of the Juvenile Justice System Summary: This comprehensive report provides school leaders and state and local government officials more than 60 recommendations for overhauling their approach to school discipline. The recommendations focus on improving conditions for learning for all students and staff, strengthening responses to student's behavioral health needs, tailoring school-police partnerships, and minimizing students' involvement with the juvenile justice system. The result of more than 700 interviews spanning 3 years, The School Discipline Consensus Report: Strategies from the Field to Keep Students Engaged in School and Out of the Juvenile Justice System reflects a consensus among a wide collection of leaders in the areas of education, health, law enforcement, and juvenile justice, establishing the strategies necessary to reduce the number of youth suspended from school while providing learning conditions that help all students succeed. Details: New York: Council of State Governments Justice Center, 2014. 461p. Source: Internet Resource: Accessed June 16, 2014 at: http://csgjusticecenter.org/wp-content/uploads/2014/06/The_School_Discipline_Consensus_Report.pdf Year: 2014 Country: United States URL: http://csgjusticecenter.org/wp-content/uploads/2014/06/The_School_Discipline_Consensus_Report.pdf Shelf Number: 132474 Keywords: School CrimeSchool DisciplineSchool SecuritySchool Suspension |
Author: Burke, Arthur Title: Suspension and Expulsion Patterns in Six Oregon School Districts Summary: An analysis of six Oregon school districts' data from the 2011/12 school year, conducted by REL Northwest, shows that minority students are more likely to be suspended or expelled than their White peers. Suspension and Expulsion Patterns in Six Oregon School Districts - the first-ever Oregon study to look at discipline information across districts (including Beaverton, Forest Grove, Hillsboro, Portland, Reynolds, and Tigard-Tualatin) - also reveals that male students are more likely to face exclusionary discipline than females, and that special education students are disciplined more frequently than students not in special education. The findings mirror those in a March 2014 report by the Office of Civil Rights[external link], showing disproportionately high suspension/expulsion rates for students of color and for other student subgroups. The REL Northwest study found: - 6.4 percent of students were suspended or expelled during 2011/12 across the six districts - Suspension and expulsion rates varied by student grade level, gender, race/ethnicity, and special education status - Rates for male students were 2.5 times higher than for females - Rates for American Indian, Black, Hispanic, and multiracial students were 1.2-3.1 times those of their White classmates - Rates for special education students were 2.6 times those of students not in special education - Physical and verbal aggression was the most common reason for suspension or expulsion among elementary and middle school students, while insubordination/disruption was the main cause in high schools Details: Portland, OR: U.S. Department of Education, Northwest Regional Education Laboratory At Education Northwest, 2014. 46p. Source: Internet Resource: Accessed July 11, 2014 at: http://ies.ed.gov/ncee/edlabs/regions/northwest/pdf/REL_2014028.pdf Year: 2014 Country: United States URL: http://ies.ed.gov/ncee/edlabs/regions/northwest/pdf/REL_2014028.pdf Shelf Number: 132657 Keywords: School CrimeSchool DisciplineSchool Suspension |
Author: American Civil Liberties Union of Rhode Island Title: The School-to-Prison Pipeline in Black and White Summary: American Civil Liberties Union of Rhode Island today issued a report calling on state and municipal leaders to examine policies, practices and procedures that lead to discriminatory treatment of black Rhode Islanders, from elementary school through adulthood. The ACLU report, titled "The School-to-Prison Pipeline in Black and White," offers a brief but systematic examination of racial disparities in Rhode Island, and how those interconnected disparities can lead to a lifetime of unequal treatment. The report, presented in a series of twelve charts, comes as the nation celebrates Black History Month, and grapples with recent events that have pushed racial disparity issues back into the forefront. Data has long shown that black Rhode Islanders are disproportionally suspended from school, stopped and searched by police, arrested, and incarcerated. When this data is compiled, as it is in today's report, it becomes clear that the disproportionate singling out, scrutinizing, and punishing of black Rhode Islanders is a persistent and far-reaching problem and one that contributes to the school-to-prison pipeline, a systematic pattern of pushing students, especially minorities, out of the classroom and into the criminal justice system. The series of charts in today's report show how the disparate punishments doled out as early as elementary school lead to more black youth being swept up in the juvenile justice system where they face harsher punishment than their white counterparts. As adults, black Rhode Islanders are disproportionately stopped and searched by police, exacerbating disparities in arrest rates even when black and white individuals commit infractions at roughly the same rate. The end result of these racial disparities is a prison population that is disproportionately black. This racial disparity leaves the black community to bear the brunt of the socioeconomic consequences that follow incarceration, including lack of employment and denial of housing, perpetuating the cycle of unequal treatment. "Despite this growing body of evidence and consistent work by many to address these disparities, Rhode Island has lacked a comprehensive, strong response to resolve these issues. Worse, even as these disparities persist in the background, too many people still refuse to acknowledge their presence and the damaging effects that flow from them," the report stated. The ACLU urged the state and local leaders, particularly law enforcement agencies and school districts, to help stop the school-to-prison pipeline by regularly examining racial impact of their policies and procedures and developing plans to reduce any racial disparities. The ACLU also continues to support strong, comprehensive racial profiling legislation and legislation limiting the use of out-of-school suspensions. Details: Providence, RI: ACLU of Rhode Island, 2015. 20p. Source: Internet Resource: Accessed March 4, 2015 at: http://riaclu.org/images/uploads/School_to_Prison_Pipeline_in_Black_and_White_2015.pdf Year: 2015 Country: United States URL: http://riaclu.org/images/uploads/School_to_Prison_Pipeline_in_Black_and_White_2015.pdf Shelf Number: 134748 Keywords: Racial DiscriminationRacial ProfilingSchool Discipline (Rhode Island)School SuspensionZero Tolerance |
Author: Redfield, Sarah E. Title: School-To-Prison Pipeline: Preliminary Report Summary: In 2014, the American Bar Association (ABA) Coalition on Racial and Ethnic Justice (COREJ) turned its attention to the continuing failures in the education system where certain groups of students - for example, students of color, with disabilities, or LGBTQ - are disproportionately over- or incorrectly categorized in special education, are disciplined more harshly, including referral to law enforcement for minimal misbehavior, achieve at lower levels, and eventually drop or are pushed out of school, often into juvenile justice facilities and prisons - a pattern now commonly referred to as the School-to-Prison Pipeline (StPP). While this problem certainly is not new, it presented a convergence of several laws, policies, and practices where the legal community's intervention is critical. Joined by the ABA Pipeline Council and Criminal Justice Section, and supported by its sister ABA entities, COREJ sponsored a series of eight Town Halls across the country to investigate the issues surrounding this pipeline. The focus of these Town Halls was to 1) explore the issues as they presented themselves for various groups and various locales; 2) gather testimony on solutions that showed success, with particular focus on interventions where the legal community could be most effective in interrupting and reversing the StPP; and 3) draw attention to the role implicit bias plays in creating and maintaining this pipeline. This report is a result of those convenings. Also a result was the formation of a Joint Task Force among the three convening entities to provide an organizational structure to address Reversing the School-to-Prison Pipeline (RStPP) To analyze the complexities surrounding the school-to-prison pipeline and identify potential solutions to reverse these negative trends, the Joint RStPP Task Force: 1. Organized and conducted eight Town Hall meetings in various parts of the United States during which several area experts and community members voiced concerns, discussed the problems, and proposed solutions. 2. Analyzed and cumulated national data from the U.S. Department of Education's Civil Rights Data Collection and other available local data to gauge the magnitude and scope of the problems. 3. Served as a clearinghouse for information and reports relevant to the RStPP effort and disseminated that information. 4. Examined national and state laws and local school district's policies and practices that have combined to push an increasing number of students out of school and into the justice system. 5. Analyzed laws that several states have enacted to reverse the school-to-prison pipeline. 6. Evaluated evidence-based policies and practices that various schools have implemented to reverse the school-to-prison pipeline. 7. Organized and conducted a roundtable discussion to focus exclusively on mapping out solutions to reverse these negative trends by identifying model programs and successful strategies. 8. Planned for two additional Town Halls focused on LGBTQ (San Diego) and entry points to the pipeline and juvenile justice (Memphis). 9. Drafted this preliminary report and prepared recommendations for consideration by the larger ABA. Details: Chicago: American Bar Association, Coalition on Racial and Ethnic Justice, 2016. 167p. Source: Internet Resource: Accessed February 22, 2016 at: http://jjie.org/files/2016/02/School-to-Prison-Pipeline-Preliminary-Report-Complete-Final.pdf Year: 2016 Country: United States URL: http://jjie.org/files/2016/02/School-to-Prison-Pipeline-Preliminary-Report-Complete-Final.pdf Shelf Number: 137937 Keywords: Racial DiscriminationRacial DisparitiesRacial Profiling School DisciplineSchool Suspension School-to-Prison PipelineZero Tolerance |
Author: Jacobsen, Wade C. Title: Even at a Young Age: Exclusionary School Discipline and Children's Physically Aggressive Behaviors Summary: Exclusionary school discipline has become an increasingly common experience among US children, with rates of suspension and expulsion highest among boys, minorities, and the poor. Although well documented among middle and high school students, less is known about the prevalence or consequences among younger children. We examine rates of school discipline across gender, race, and class for urban-born children by about age nine. We then estimate the effect of school discipline on physically aggressive behavior. Results reveal severe disparities, especially among poor children where 1 in 2 black boys and more than 1 in 3 black girls have been suspended or expelled, compared to fewer than 1 in 30 non-black non-Hispanic boys or girls. We find no evidence that school discipline reduces children's physically aggressive behaviors. Indeed, it appears to be associated with increases in such behavior, with similar effects across gender, race, and class. Details: Princeton, NJ: Princeton University, 2016. 35p. Source: Internet Resource: Working Paper: Accessed March 14, 2016 at: http://crcw.princeton.edu/workingpapers/WP16-04-FF.pdf Year: 2016 Country: United States URL: http://crcw.princeton.edu/workingpapers/WP16-04-FF.pdf Shelf Number: 138229 Keywords: School DisciplineSchool SuspensionSchool-to-Prison Pipeline |
Author: Jacobsen, Wade C. Title: Punishment and Inequality at an Early Age: Exclusionary Discipline in Elementary School Summary: We fill an important gap in prior research by assessing (1) the prevalence of exclusionary discipline in elementary school; (2) racial disparities in exclusionary discipline in elementary school; and (3) the association between exclusionary discipline and aggressive behavior in elementary school. Using the Fragile Families Study, we estimate that more than 1 in 10 children born 1998-2000 in large US cities were suspended or expelled by age nine (most in third grade). We also find extreme racial disparity; upwards of 30% of non-Hispanic black males were suspended or expelled, compared to 8% of non-Hispanic white or other-race males. Disparities are largely due to differences in children's school and home environments rather than to behavior problems. Furthermore, we find suspension or expulsion associated with increased aggressive behavior in elementary school. These results are robust to a rich set of covariates, within individual fixed-effects, matching methods, and sensitivity checks for reverse causality and selection. Our results imply that school discipline policies relying heavily on exclusionary punishment may be fostering childhood inequality. Details: Princeton, NJ: Princeton University, 2017. 42p. Source: Internet Resource: Fragile Families Working Paper: WP16-04-FF: Accessed April 12, 2017 at: http://crcw.princeton.edu/workingpapers/WP16-04-FF.pdf Year: 2017 Country: United States URL: http://crcw.princeton.edu/workingpapers/WP16-04-FF.pdf Shelf Number: 144815 Keywords: Racial DisparitiesSchool Discipline School Suspension School-to-Prison Pipeline |
Author: Losen, Daniel J. Title: Suspended Education in Massachusetts: Using Days of Lost Instruction Summary: Missed instruction can have a devastating impact on educational outcomes. Scholars have found that missing three or more days of school in the fourth grade predicts a reduction in reading achievement by one full grade level on the National Assessment of Educational Progress (Ginsburg, Jordan, & Chang, 2014). Of course, some reasons for missed instruction are beyond the control of schools and districts: some students miss school due to mental or physical illness or injury, and transportation problems sometimes are to blame. These external reasons for missed instruction contribute a great deal to chronic absenteeism, but they are difficult for schools to address because they are not caused directly by a school policy or practice. One major reason for missed instruction that schools can directly influence is the decision school administrators make to suspend students, as well as the length of suspensions. In 2015-16, students in Massachusetts missed an estimated 156,793 days of school, or approximately 16 days per every 100 enrolled students, all due to suspension. School policy and practice varies widely in Massachusetts, but because the majority of schools use suspension as a measure of last resort, most parents don't realize the massive amount of instruction time children lose due to disciplinary removal in some schools and districts. Discipline reform efforts have been built around extensive research that has tracked individual students over many years, which shows that suspensions are among the leading predictor of failing to graduate high school and involvement in the juvenile justice system. (Fabelo et al., 2011). In fact, leading scholars estimate that suspensions can lower graduation rates by six to 14 percentage points, depending on the state (Balfanz, Byrnes, & Fox, 2015; Marchbanks et al., 2015; Rumberger & Losen, 2016). This is critically important given that after controlling for race, poverty, students' prior behavior, and 80 other variables, the factors schools control are powerful predictors of whether suspensions are used frequently or rarely (Fabelo et al., 2011). Another leading predictor of disparities in suspension rates was found to be the school principals' attitudes toward school discipline. (Skiba et al., 2014). Specifically, after controlling for demographic differences in enrollment, in response to a statewide survey, principals of schools that embraced harsh discipline as a needed punitive response and blamed parents and children for problematic behavior had higher suspension rates and lower achievement scores than those principals that framed their discipline approach as part of their school's educational mission, to help ensure that students learned appropriate behavior, rather than a punitive response. As this report will demonstrate, numerous schools in the Commonwealth regularly remove a high number of students, culminating in large amount of lost instruction time. Furthermore, the impact of discipline has more to do with the conditions of learning than of safety, as most missed instruction is the result of suspensions for minor behaviors that do not involve violence, drugs, or criminal activity. Details: Los Angeles, Center for Civil Rights Remedies, 2017. 20p. Source: Internet Resource: Accessed May 7, 2018 at: http://schottfoundation.org/report/suspended-education-massachusetts Year: 2017 Country: United States URL: http://schottfoundation.org/report/suspended-education-massachusetts Shelf Number: 150078 Keywords: School AttendanceSchool CrimeSchool DisciplineSchool SafetySchool Suspension |