Transaction Search Form: please type in any of the fields below.
Date: April 29, 2024 Mon
Time: 10:58 pm
Time: 10:58 pm
Results for school suspensions (u.s.)
2 results foundAuthor: Taylor, Rachel S. Title: Kept Out: Barriers to Meaningful Education in the School-To-Prison Pipeline Summary: In the United States today, a large subset of our student population is denied the right to an education. Most of these youth, low-income and at-risk, are already particularly vulnerable, yet rather than being provided support services and a meaningful education, they are labeled “undesirable” or “bad kids.” Denying access to education can produce life-altering results for any student, and for these vulnerable youth the effects are often especially dire. “Keep Out” is a phenomenon that occurs when students try to reenter a setting where they can access meaningful education and are denied by the policies and practices of the education and juvenile justice systems. Keep Out is a part of the larger School-To-Prison Pipeline. The Pipeline includes disciplinary and discretionary policies that push youth out of school and into the criminal justice system. Students of color, low-income students, and students with disabilities are disproportionately affected. This report is the product of interviews with over 100 stakeholders — including students, teachers, administrators, probation officers, education advocates, and many others — in Los Angeles, California, all of whom were interviewed in January of 2012. These interviews tell the stories of students who were unable to access education after being removed from school, often for disciplinary reasons. The report is organized around three main findings: “You Can’t Come Back” deals with direct Keep Out and tells the stories of students who, when trying to reenter their schools, were denied access or transferred away. Schools use a variety of excuses and evade general school-access requirements in order to keep these students out. • School safety concerns are often cited to justify student exclusion, which affects particularly vulnerable groups of students including youth on probation, girls who are pregnant, students with perceived and actual disciplinary problems, or those who are or are thought to be academically low performing. • Some students are kept out based on the rationale that they are too old, have too few credits, or some combination of the two. • Schools deny students access to education by transferring them away to schools that are physically inaccessible or unsafe for that student. “Slipping Through the Cracks” discusses indirect Keep Out and addresses what happens to students who are unable to reenter school because of administrative and logistical barriers. • Inadequate crediting and record keeping in alternative and juvenile justice schools impede students’ return to traditional schools by making enrollment and completion of sufficient credits for graduation nearly impossible. • Lack of coordination and planning among alternative schools, juvenile justice schools, and traditional schools prevents students from transitioning back to traditional schools. • Traditional schools are able to keep students out because students and families do not know the extent of their educational rights or how to enforce them. “School Is Not for Me” explains constructive Keep Out and highlights the stories of students whose school experiences have been so discouraging and inadequate that they have given up on pursuing a traditional education. • A lack of wrap-around services in traditional schools means that students’ most basic needs are often unmet, leaving little room for students and families to focus on education. • Students are not always given the support they need to succeed and are often harshly stigmatized when they are suspended, expelled, or associated with the criminal justice system. • Even if students are able to get back into a classroom, alternative and juvenile justice system schools often lack a consistent education that meets students’ needs. Details: Washington, DC: Georgetown Law School Human Rights Institute, 2012. 84p. Source: Internet Resource: Accessed May 8, 2012 at: http://www.law.georgetown.edu/humanrightsinstitute/documents/keptout.pdf Year: 2012 Country: United States URL: http://www.law.georgetown.edu/humanrightsinstitute/documents/keptout.pdf Shelf Number: 125166 Keywords: EducationJuvenile Delinquency PreventionRacial DisparitiesSchool CrimeSchool DisciplineSchool Suspensions (U.S.)School-to-Prison PipelineZero Tolerance |
Author: Losen, Daniel J. Title: Out of School & Off Track: The Overuse of Suspensions in American Middle and High Schools Summary: In this first of a kind breakdown of data from over 26,000 U.S. middle and high schools, we estimate that well over two million students were suspended during the 2009-2010 academic year. This means that one out of every nine secondary school students was suspended at least once during that year. As other studies demonstrate, the vast majority of suspensions are for minor infractions of school rules, such as disrupting class, tardiness, and dress code violations, rather than for serious violent or criminal behavior. Serious incidents are rare and result in expulsions, which are not covered by this report. Given the recent research showing that being suspended even once in ninth grade is associated with a twofold increase in the likelihood of dropping out, from 16% for those not suspended to 32% for those suspended just once (Balfanz, 2013), the high number of students suspended, as presented in this report, should be of grave concern to all parents, educators, taxpayers, and policymakers. We are publishing this report because of the serious academic implications these statistics have for students who attend schools with high suspension rates. We believe greater awareness will help produce more effective approaches that create safe, healthy, and productive learning environments, which research indicates is best accomplished without resorting to frequent out-of-school suspensions. Done well, efforts to reduce suspensions should also improve graduation rates, achievement scores, and life outcomes, while also decreasing the rate of incarceration for juveniles and adults. The findings of this report also highlight critical civil rights concerns related to the high frequency of secondary school suspensions. We focus on secondary schools because children of color and students from other historically disadvantaged groups are far more likely than other students to be suspended out of school at this level. Our prior report, released in August 2012, looked only at K-12 suspension rates across the entire grade span and contained no new analysis at the secondary school level. While the racial discipline gap has always been largest in middle schools and high schools, it has grown dramatically at the secondary level since the early 1970s. Details: Los Angeles: UCLA Center for Civil Rights Remedies, 2013. 105p. Source: Internet Resource: Accessed May 6, 2013 at: http://civilrightsproject.ucla.edu/resources/projects/center-for-civil-rights-remedies/school-to-prison-folder/federal-reports/out-of-school-and-off-track-the-overuse-of-suspensions-in-american-middle-and-high-schools/OutofSchool-OffTrack_UCLA_4-8.pdf Year: 2013 Country: United States URL: http://civilrightsproject.ucla.edu/resources/projects/center-for-civil-rights-remedies/school-to-prison-folder/federal-reports/out-of-school-and-off-track-the-overuse-of-suspensions-in-american-middle-and-high-schools/OutofSc Shelf Number: 128670 Keywords: School DisciplineSchool SafetySchool Suspensions (U.S.) |