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Date: November 22, 2024 Fri
Time: 12:09 pm
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Results for school-to-prison pipeline
26 results foundAuthor: Fowler, Deborah Fitzgerald Title: Texas' School-to-Prison Pipeline: Dropout to Incarceration. The Impact of School Discipline and Zero Tolerance Summary: Numerous studies by national experts in the fields of education, criminal justice, and mental health have established a link between school dropout rates and incarceration. This link holds true in Texas. One in three juveniles sent to a locked down facility operated by the Texas Youth Commission has already dropped out of school - and more than 80 percent of Texas adult prison inmates are school dropouts. This study documents the impact of a "school-to-prison" pipeline in Texas and identifies policy areas in need of systemic reform. Details: Austin, TX: Texas Appleseed, 2007. 166p. Source: Internet Resource: Available at: https://www.texasappleseed.org/sites/default/files/01-STPPReport2007.pdf Year: 2007 Country: United States URL: Shelf Number: 118377 Keywords: School Discipline (Texas)School DropoutsSchool-to-Prison PipelineZero Tolerance (Texas) |
Author: 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: American Civil Liberties Union of Mississippi Title: Handcuffs on Success: The Extreme School Discipline Crisis in Mississippi Public Schools Summary: Mississippi is mired in an extreme school discipline crisis. Across the state, public schools are hindering the success of children and youth by employing harsh and destructive disciplinary practices. These practices not only exclude students from the classroom thereby reducing learning opportunities, but even worse, Mississippi’s children are being trapped in a pipeline to prison, too often for the most trivial misbehaviors. Whether it is a dress code violation, profane language, or a schoolyard scuffle, young people are being herded into juvenile detention centers and into the revolving door of the criminal justice system. Sadly, none of this is shocking. After all, the State’s harsh approach to discipline still allows corporal punishment. In fact, as one of only 19 states left that permit the paddling of students in public schools, Mississippi has the highest percentage of students being beaten by educators. Finally, Mississippi’s track record is being exposed. In October 2012, the United States Department of Justice filed suit against the city of Meridian, the County of Lauderdale, two youth court judges, the State of Mississippi, and two state agencies for operating a school-to-prison pipeline. The complaint alleges that these actors are “engag[ing] in a pattern or practice of unlawful conduct through which they routinely and systematically arrest and incarcerate children, including for minor school rule infractions, without even the most basic procedural safeguards, and in violation of these children’s constitutional rights.” Among other disturbing facts, the complaint alleges that Meridian schools repeatedly respond to infractions such as “disrespect,” “refusal to follow directions,” and “profanity” by referring students to law enforcement. They also routinely suspend students on juvenile probation, resulting in their automatic incarceration, for such low-level behaviors as use of vulgar language, flatulence in class, and dress code infractions like having a shirt untucked. While the suit is the most recent event to sound the alarm, the school-to-prison pipeline is nothing new to Mississippi and it is certainly not unique to Meridian. In fact, it is a problem that has plagued Mississippi schools statewide for years. For well over a decade, heartbreaking stories of extreme discipline and the criminalization of young people have poured out of Mississippi public schools. This report discusses the ways in which these extreme and destructive approaches to school discipline not only have directly harmed students and families, but also have caused teachers, law enforcement officials, and community members to have their lives and careers made more difficult by these ineffective and counter-productive school discipline policies and practices. Furthermore, the entire state of Mississippi has suffered damage to its economic health and well-being. Given this, the State should eliminate its school-to-prison pipeline, and this report provides recommendations for how it should begin to do so. Details: Jackson, MS: ACLU of Mississippi, 2012. 28p. Source: Internet Resource: Accessed January 23, 2013 at: http://b.3cdn.net/advancement/bd691fe41faa4ff809_u9m6bfb3v.pdf Year: 2012 Country: United States URL: http://b.3cdn.net/advancement/bd691fe41faa4ff809_u9m6bfb3v.pdf Shelf Number: 127362 Keywords: School Discipline (Mississippi)School SafetySchool SuspensionsSchool-to-Prison Pipeline |
Author: NAACP Legal Defense and Education Fund Title: Dismantling the School-to-Prison-Pipeline Summary: Criminal justice policy in the United States has for some time now spurned rehabilitation in favor of long and often permanent terms of incarceration, manifesting an overarching belief that there is no need to address root causes of crime and that many people who have committed crimes can never be anything but “criminals.” These policies have served to isolate and remove a massive number of people, a disproportionately large percentage of whom are people of color, from their communities and from participation in civil society. In the last decade, the punitive and overzealous tools and approaches of the modern criminal justice system have seeped into our schools, serving to remove children from mainstream educational environments and funnel them onto a one-way path toward prison. These various policies, collectively referred to as the School-to-Prison Pipeline, push children out of school and hasten their entry into the juvenile, and eventually the criminal, justice system, where prison is the end of the road. Historical inequities, such as segregated education, concentrated poverty, and racial disparities in law enforcement, all feed the pipeline. The School-to-Prison Pipeline is one of the most urgent challenges in education today. Details: New York: NAACP Legal Defense and Education Fund, 2005. 16p. Source: Internet Resource: Accessed January 24, 2013 at: http://www.naacpldf.org/files/publications/Dismantling_the_School_to_Prison_Pipeline.pdf Year: 2005 Country: United States URL: http://www.naacpldf.org/files/publications/Dismantling_the_School_to_Prison_Pipeline.pdf Shelf Number: 127388 Keywords: School DisciplineSchool SuspensionsSchool-to-Prison Pipeline |
Author: New York City School-Justice Partnership Task Force Title: Keeping Kids In School and Out of Court: Report and Recommendations Summary: As the education of our children – our nation’s future – and the school-justice connection has increasingly captured public attention, the sunshine of increased graduation rates has brought into sharp focus the shadow of the so-called school-to-prison pipeline – the thousands of students who are suspended, arrested, put at greater risk for dropping out, court involvement and incarceration. They are the subject of this Report. In school year 2011-2012 (SY2012), the number of suspensions in New York City public schools was 40 percent greater than during SY2006 (69,643 vs. 49,588, respectively), despite a five percent decrease in suspensions since SY2011. In addition, there were 882 school-related arrests (more than four per school day on average) and another 1,666 summonses issued during the SY2012 (more than seven per school day on average), also demonstrating an over-representation of students of color. These numbers might suggest New York City has a growing problem with violence and disruption in school but the opposite is true. Over the last several years, as reported by the Department of Education in November 2012, violence in schools has dropped dramatically, down 37 percent between 2001 and 2012. Indeed, violence Citywide has dropped dramatically. Emerging facts suggest that the surge in suspensions is not a function of serious misbehavior. New York City has the advantage of newly available public data that makes it possible for the first time to see patterns and trends with respect to suspensions by school and to see aggregate data on schoolrelated summonses and arrests. The data shows that the overwhelming majority of school-related suspensions, summonses and arrests are for minor misbehavior, behavior that occurs on a daily basis in most schools. An important finding is that most schools in New York City handle that misbehavior without resorting to suspensions, summonses or arrests much if at all. Instead, it is a small percentage of schools that are struggling, generating the largest number of suspensions, summonses and arrests, impacting the lives of thousands of students. This newly available data echoes findings from other jurisdictions indicating that suspension and school arrest patterns are less a function iv of student misbehavior than a function of the adult response. Given the same behavior, some choose to utilize guidance and positive discipline options such as peer mediation; others utilize more punitive alternatives. Details: Albany, NY: New York State Permanent Judicial Commission on Justice for Children, 2013. 74p. Source: Internet Resource: Accessed June 3, 2013 at: http://www.advocatesforchildren.org/sites/default/files/library/sjptf_report.pdf?pt=1 Year: 2013 Country: United States URL: http://www.advocatesforchildren.org/sites/default/files/library/sjptf_report.pdf?pt=1 Shelf Number: 128921 Keywords: School CrimesSchool Discipline (New York, U.S.)School SuspensionsSchool-to-Prison Pipeline |
Author: Mitchum, Preston Title: Beyond Bullying: How Hostile School Climate Perpetuates the School-to-Prison Pipeline for LGBT Youth Summary: School discipline policies have been under heightened scrutiny by the U.S. Department of Education because of the disparate impact they have on students of color. Data released last spring by the Office for Civil Rights, or OCR, revealed that rigid school discipline policies - which lead to suspensions and expulsions of students for even the most minor offenses - perpetuate a school-to-prison pipeline that disproportionately criminalizes students of color and students with disabilities. Last month, the U.S. Department of Education released "Guiding Principles: A Resource Guide For Improving School Climate and Discipline," the first time federal agencies have offered legal guidelines to address and reduce racial discrimination and disproportionality in schools. This guidance makes tremendous strides in reporting on the stark racial disparities in school discipline, however, missing from this groundbreaking work are lesbian, gay, bisexual, and transgender, or LGBT, youth - who are also disproportionately affected by harsh school discipline policies - due to the dearth of data to illuminate their experiences. All too often, LGBT youth are pushed out of the classroom as a result of a hostile school climate. When an LGBT youth is tormented in school by classmates and is emotionally or physically harmed, or even worse, driven to suicide, the news media rightly shines a spotlight on the situation. And while bullying grabs the headlines, as it should, it is only a portion of the story when it comes to LGBT youth feeling unwelcome and less than safe in school. To be certain, peer-on-peer bullying is an important factor that influences school climate and has been linked to poor health, well-being, and educational outcomes. But research suggests that harsh school discipline policies also degrade the overall school experience and cycle LGBT youth and students of color into the juvenile justice system at alarming rates. The role that overly harsh school discipline policies and adults in schools play in setting school climate is often overlooked. School discipline policies and the application of those rules set the tone for the school environment and shape the experiences for students of color and LGBT youth. Studies suggest that the actions (or inactions) of adults in schools associated with school climate - issues that go beyond bullying - have the potential to derail youth, particularly LGBT youth, and push them into a cycle of unfair criminalization that has lifelong consequences: - LGB youth, particularly gender-nonconforming girls, are up to three times more likely to experience harsh disciplinary treatment by school administrators than their non-LGB counterparts. - As with racial disparities in school discipline, higher rates of punishment do not correlate with higher rates of misbehavior among LGBT youth. - LGB youth are overrepresented in the juvenile justice system; they make up just 5 percent to 7 percent of the overall youth population, but represent 15 percent of those in the juvenile justice system. - LGBT youth report significant distrust of school administrators and do not believe that school officials do enough to foster safe and welcoming school climates. Safe and welcoming school climates are essential to achieving positive educational outcomes for all youth, especially students of color and LGBT youth who often face harassment, bias, and discrimination at school based on their race, sexual orientation, and gender identity or expression. In this report, we examine the disparate impact of harsh school discipline and the policing of schools on students of color and LGBT youth, as well as the role that adults in schools play in perpetuating hostile school climates for those youth. Furthermore, we explain why it is important that discipline policies are fair and supportive, rather than punitive and criminalizing, and foster healthy learning environments in which all students can excel. Details: Washington, DC: Center for American Progress, 2014. 39p. Source: Internet Resource: Accessed September 9, 2014 at: http://cdn.americanprogress.org/wp-content/uploads/2014/02/BeyondBullying.pdf Year: 2014 Country: United States URL: http://cdn.americanprogress.org/wp-content/uploads/2014/02/BeyondBullying.pdf Shelf Number: 133191 Keywords: Bias-Related CrimeDiscriminationLGBT YouthRacial DisparitiesSchool Bullying (U.S.)School DisciplineSchool-to-Prison Pipeline |
Author: Walsh, Vanessa Title: Disparities in Discipline: A Look at School Disciplinary Actions for Utah's American Indian Students Summary: A number of recent studies and reports have examined the school-to-prison pipeline (STPP) and its impact on students of color. Few, if any, of these documents have focused on the troubling and undeniable effects of the pipeline on American Indian students. Nationally, 22% of all American Indian students receive disciplinary action at school, compared to 14.1% of all white students. In Utah, these students are almost four times (3.8) more likely to receive a school disciplinary action compared to their white counterparts. Details: Salt Lake City: University of Utah, S.J. Quinney College of Law, Public Policy Clinic, 2015. 34p. Source: Internet Resource: Accessed September 18, 2015 at: http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2609177 Year: 2015 Country: United States URL: http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2609177 Shelf Number: 136826 Keywords: American Indians Racial Disparities School Discipline School-to-Prison Pipeline |
Author: University of Utah. S.J. Quinney College of Law Title: From Fingerpaint to Fingerprints: The School-to-Prison Pipeline in Utah Summary: In the first report of its kind in the state, students at the University of Utah S.J. Quinney College of Law used recently released U.S. Department of Education data to examine school discipline rates in Utah. Their findings indicate that Utah students are being disciplined in extraordinarily high numbers starting in elementary school. Significant findings in the report include the following: - Children with disabilities in Utah are twice as likely to be disciplined as their non-disabled peers. - Children in elementary schools are being referred to law enforcement, arrested in their schools, and expelled. - Children of color, and American Indian children in particular, are one-and-half to three-and-half times more likely to be disciplined than their white counterparts. - Male children in Utah are disciplined twice as often as female children. - School districts across the country - including some here in Utah - have maintained safe learning environments while reducing the use of school discipline. Students who are suspended even once are more likely to drop out of school, and the Department of Justice reports that nearly 70% of those in prison nationwide dropped out of high school. Details: Salt Lake City: University of Utah, S.J. Quinney College of Law, Public Policy Clinic, 2014. 34p. Source: Internet Resource: Accessed September 28, 2015 at: https://app.box.com/s/7cijulegy85dk2557i1figi7fs36777o Year: 2014 Country: United States URL: https://app.box.com/s/7cijulegy85dk2557i1figi7fs36777o Shelf Number: 136827 Keywords: School DisciplineSchool SuspensionsSchool-to-Prison Pipeline |
Author: Advancement Project Title: Power in Partnerships: Building Connections at the Intersections to End the School-to-Prison Pipeline Summary: OVER THE LAST DECADE, the school-to-prison pipeline has gone from a fringe educational issue to a national youth-led movement anchored by grassroots communities across the country. Because of the school-to-prison pipeline's unique effects on students of color, lesbian, gay, bisexual, transgender and queer (LGBTQ) students, and especially LGBTQ students of color, the issue has provided an opportunity for powerful intersectional work among the racial justice community and the LGBTQ community. And while we have made a lot of progress by harnessing our joint power, we would like to - and desperately need to - build even more. This is essential if we are going to win. Power in Partnerships is a resource for all racial justice and LGBTQ groups to help build or continue to build that power. We begin by sharing the latest information on what the school-to-prison pipeline is and how it especially affects youth of color and LGBTQ youth. We then make the case for collaboration by hearing from youth about the importance of intersectionality, and take a step back to talk about the historical parallels of racial justice and LGBTQ movements. We also include a guide to basic terminology that empowers us to speak each other's languages. Next, we engage in a candid discussion of the barriers to collaboration that have prevented us from working effectively together in the past, and discuss best practices for collaboration. We then provide some tools to help move us forward, including effective strategies for fighting against school pushout and core messages to use when talking about this issue. Whether a group is only learning about the school-to-prison pipeline for the first time or is deep into a restorative justice campaign this publication serves as a resource to take this work - and our collective movement - to the next level. Details: Advancement Project, 2015. 35p. Source: Internet Resource: Accessed September 24, 2015 at: http://b.3cdn.net/advancement/85066c4a18d249e72b_r23m68j37.pdf Year: 2015 Country: United States URL: http://b.3cdn.net/advancement/85066c4a18d249e72b_r23m68j37.pdf Shelf Number: 136868 Keywords: DiscriminationGays, Crimes AgainstRacial BiasSchool-to-Prison Pipeline |
Author: Texas Appleseed Title: Class, Not Court: Reconsidering Texas' Criminalization of Truancy Summary: This report continues Texas Appleseed's school-to-prison pipeline work by delving into how Texas' approach to truancy is driving more children away from school and into the adult criminal courts. The report explores causes of truancy, evaluates the current approaches to addressing truancy, highlights the disproportionate impacts of truancy charges on certain groups of students, and makes recommendations for ways that the Texas Legislature, the Texas Education Agency (TEA), and school districts can increase attendance and help children in a meaningful way. - Details: Austin, TX: Texas Appleseed, 2015. 100p. Source: Internet Resource: Accessed November 24, 2015 at: https://www.texasappleseed.org/sites/default/files/TruancyReport_All_FINAL_SinglePages.pdf Year: 2015 Country: United States URL: https://www.texasappleseed.org/sites/default/files/TruancyReport_All_FINAL_SinglePages.pdf Shelf Number: 137322 Keywords: At-Risk YouthSchool AttendanceSchool-to-Prison PipelineStatus OffensesTruancy |
Author: Harvard Law School. Charles Hamilton Houston Institute for Race and Justice Title: Building Equalizing Schools Within Inclusive Communities: Strategies in the Classroom and Beyond that Redirect the School-to-Prison Pipeline Summary: We explore exclusionary discipline not necessarily because we consider it more important than all the other urgent challenges facing African-American males, though it is indeed a powerful generator of inequality. We choose to examine school discipline for three reasons. One, it offers a window into larger social inequalities and "a way in" to two distinct yet related arenas that have potentially significant and direct influences upon boys and men of color: education and criminal justice. Two, we consider harsh school discipline precisely because we can do something about it fairly immediately. This is both because there are clear alternatives and because a social-science consensus has emerged about its harms. And three, a close examination of the causes and cures for exclusionary school discipline - or "zero tolerance" - clearly illustrates the need to apply knowledge from a range of fields in developing lasting, effective policy and practice that gets to the root of complex, long-standing social problems. Drawing attention to the causes of and potential cures for exclusionary discipline offers a concrete, manageable way for educators, and the communities they serve, to begin to untangle and, perhaps, dismantle the more complex, often obscured opportunity-limiting structures of which school discipline is but one small part. Thus, for those of you who consider discipline not your "issue," or too narrow to spend time on, we urge you to read this report, because we believe there are lessons to draw and to apply to other policies and challenges. Details: Cambridge, MA: Charles Hamilton Houston Institute for Race and Justice at Harvard Law School, 2010. 80p. Source: Internet Resource: Accessed January 13, 2016 at: http://www.racialequitytools.org/resourcefiles/Harvard_-_Building_Equalizing_Schools_-_Full_Report.pdf Year: 2010 Country: United States URL: http://www.racialequitytools.org/resourcefiles/Harvard_-_Building_Equalizing_Schools_-_Full_Report.pdf Shelf Number: 137559 Keywords: School CrimeSchool DisciplineSchool-to-Prison PipelineZero 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: Action for Children North Carolina Title: From Push Out to Lock Up: North Carolina's Accelerated School-to-Prison Pipeline Summary: More than 80 percent of today's fastest-growing and highest-paying jobs require post-secondary education or training. In the 21st century global economy, a high school diploma and resultant skills to succeed in college and the workplace are essential. And yet, each year far too many students in North Carolina fail to graduate on time with their peers. Studies have shown a link between juvenile and adult criminal system involvement and dropouts. A student arrested in high school is twice as likely to leave school early or to be pushed out, and a court involved high school student is four times as likely to drop out of school as his or her peers. Although juvenile delinquency has declined across the nation and the state, the percentage of complaints filed against juveniles that originate in North Carolina public schools continues to rise. The funneling of students from schools to jail or prison is a national phenomenon that has come to be called the school-to-prison pipeline. North Carolina's pipeline differs from that in most other states because it deposits 16- and 17-year-old students directly into the adult criminal system, regardless of the severity of their alleged offense. Juveniles who are prosecuted in the adult system are more likely to reoffend, and to commit more serious crimes when they do, than youth who receive age-appropriate treatment and rehabilitation through the juvenile justice system. The stigma of an adult criminal record erects barriers that, in many cases, prevent young people from reintegrating into society, successfully transitioning into the workforce or pursuing advanced education or training. The school-to-prison pipeline leaks talent and potential from North Carolina's future workforce, while limiting the trajectory of many of our students' lives. Investing in dismantling the school-to-prison pipeline is good policy because it ensures that students become productive and contributing members of society. At a time when businesses face an increasingly competitive global marketplace, it is imperative that every student in North Carolina graduates from high school prepared to pursue college and career success. This report presents a statewide overview of the various segments in North Carolina's school-to-prison pipeline that move vulnerable students into the court system: underfunded schools, harsh discipline, increased policing of school hallways and a lack of adequate intervention programs or alternative education placements. The final section of the report proposes four recommendations to begin dismantling the school-to-pipeline: 1.Raise the age of juvenile court jurisdiction from 16 to 18 for youth who commit misdemeanor offenses; 2.Implement evidence based reforms to ensure equitable treatment for all students in North Carolina; 3.Improve data collection and reporting requirements to better inform school administrators, parents and policymakers; and 4.Establish a legislative task force on school discipline policies. Details: Raleigh, NC: Action for Children North Carolina, 2013. 50p. Source: Internet Resource: Accessed April 21, 2016 at: http://www.ncchild.org/wp-content/uploads/2014/05/2013_STPP-FINAL.pdf Year: 2013 Country: United States URL: http://www.ncchild.org/wp-content/uploads/2014/05/2013_STPP-FINAL.pdf Shelf Number: 132009 Keywords: EducationJuvenile OffendersSchool DisciplineSchool SuspensionsSchool-to-Prison Pipeline |
Author: Palmer, Neal A. Title: Educational Exclusion: Drop Out, Push Out, and the School-to-Prison Pipeline among LGBTQ Youth Summary: Over the past decade we have witnessed enormous growth in interest in the experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) students in school. More and more attention has been paid to LGBTQ student safety, particularly regarding their disproportionate exposure to bullying and potential ways to make schools safer and more supportive. For the first time, the federal government has committed to asking about harassment and bullying based on sexual orientation via the Civil Rights Data Collection that all U.S. school districts are required to complete. In addition, the Department of Education has added LGBT-inclusive questions to other government surveys, such as the High School Longitudinal Survey , and more LGBTQ students than ever indicate that their schools have anti-bullying policies that specifically protect them based on their sexual orientation and gender identity/expression. Yet, despite these recent gains, schools still remain unsafe for many LGBTQ students and may also be unwelcoming to LGBTQ students because of discrimination and a lack of affirming resources. There also has been growing attention to harsh and exclusionary disciplinary policies that effectively push students, including LGBTQ students, out of schools. A great deal of research has documented the over-representation of certain groups of students in the school-to-prison pipeline (STPP). Specifically, Black/AfricanAmerican youth, Latino/a youth, and youth with disabilities experience disproportionately higher rates of school discipline and involvement with the criminal/juvenile justice system and lower high school graduation rates. Emerging research suggests that these harsh forms of discipline may be also applied disproportionately to LGBTQ youth, thus depriving this population of educational opportunities. This report expands on the current body of literature by examining potential pathways that push youth out of school and potentially into the criminal justice system in a national sample of LGBTQ middle and high school students. This report draws from data from GLSEN's 2013 National School Climate Survey, sharing both relevant, previously reported findings, and presenting new findings from analysis conducted specifically for this report. Details: New York: GLSEN, 2016. 80p. Source: Internet Resource: Accessed October 20, 2016 at: https://www.glsen.org/sites/default/files/Educational%20Exclusion_Report_6-28-16_v4_WEB_READY_PDF.pdf Year: 2016 Country: United States URL: https://www.glsen.org/sites/default/files/Educational%20Exclusion_Report_6-28-16_v4_WEB_READY_PDF.pdf Shelf Number: 145891 Keywords: DiscriminationLGBTQSchool BullyingSchool DisciplineSchool SecuritySchool-to-Prison Pipeline |
Author: National Council of Juvenile and Family Court Judges Title: Report on the Evaluation of Judicially Led Responses to Eliminate School Pathways to the Juvenile Justice System Summary: Many schools across the United States have enacted zero tolerance philosophy in response to perceived increases in violence and drugs in schools. It is believed that aggressive and unwavering punishment of many school infractions, including relatively minor infractions, will create safer schools. However, zero tolerance policy is said to have contributed to increased number of disciplinary actions and increased number of students who come in contact with the court system. Effects of the policy include the removal of students from the educational system, through disciplinary actions such as expulsions and suspensions. These disciplinary actions have negative unintended consequences for families and society. The National Council of Juvenile and Family Court Judges (NCJFCJ) received grant funding from the Atlantic Philanthropies, Public Welfare Foundation, and the Open Society Foundation to provide training and technical assistance to jurisdictions preparing to start or continue initiatives with judicially-led collaboratives to reduce stringent school discipline and referrals of youth to juvenile courts for school-based behaviors. Additional funding was provided by the Office of Juvenile Justice and Delinquency Prevention to conduct a process and outcome evaluation. This research report discusses the findings from the process and outcome evaluation, including some lessons learned about the challenges of collecting data on this complex issue. Details: Reno, NV: The Council, 2016. 54p. Source: Internet Resource: Accessed November 28, 2016 at: http://www.ncjfcj.org/sites/default/files/NCJFCJ%20Evaluation%20Report%20School%20Pathways%20Final.pdf Year: 2016 Country: United States URL: http://www.ncjfcj.org/sites/default/files/NCJFCJ%20Evaluation%20Report%20School%20Pathways%20Final.pdf Shelf Number: 147918 Keywords: At-Risk YouthDelinquency PreventionSchool CrimeSchool DisciplineSchool-to-Prison PipelineZero Tolerance Policy |
Author: Morris, Monique W. Title: Race, Gender and the School-to-Prison Pipeline: Expanding Our Discussion to Include Black Girls Summary: The school-to-prison pipeline refers to the policies, practices, and conditions that facilitate both the criminalization of educational environments and the processes by which this criminalization results in the incarceration of youth and young adults. This Report discusses the literature on the "school-to- prison pipeline" and explores why the "pipeline" analogy may not accurately capture the education system pathways to confinement for Black girls. Details: Cambridge, MA: The Schott Foundation for Public Education and African American Policy Forum, 2012. 23p. Source: Internet Resource: Accessed February 7, 2017 at: http://schottfoundation.org/resources/race-gender-and-school-prison-pipeline-expanding-our-discussion-include-black-girls Year: 2012 Country: United States URL: http://schottfoundation.org/resources/race-gender-and-school-prison-pipeline-expanding-our-discussion-include-black-girls Shelf Number: 145378 Keywords: Education MinoritiesSchool PoliciesSchool-to-Prison Pipeline |
Author: Pownall, Samantha Title: A, B, C, D, STPP: How School Discipline Feeds the School-to-Prison Pipeline Summary: Overly punitive school discipline feeds the school-to-prison pipeline and contributes to the failure of New York's public school system to educate the city’s most disadvantaged students. Research consistently demonstrates the importance of keeping students with the greatest academic and economic needs in school. Under Mayor Michael R. Bloomberg, these are the same students who are at greatest risk of being pushed out through suspensions and arrests. Black students, who are disproportionately arrested in school compared with white students, are the least likely to graduate from high school with a Regents Diploma. Black students and students with special needs are disproportionately suspended from city schools. And black students with special needs have the highest suspension rate of any group. Low-income students are also disproportionately suspended. This report reviews the policies and practices that produced these results and provides recommendations to help end the school-to-prison pipeline (STPP) in New York City, and for the first time, links school suspension to NYPD stop-and-frisk patterns in four out of five boroughs. Details: New York: New York Civil Liberties Union, 2013. 74p. Source: Internet Resource: Accessed March 8, 2017 at: https://www.nyclu.org/sites/default/files/publications/nyclu_STPP_1021_FINAL.pdf Year: 2013 Country: United States URL: https://www.nyclu.org/sites/default/files/publications/nyclu_STPP_1021_FINAL.pdf Shelf Number: 141378 Keywords: Racial DisparitiesSchool DisciplineSchool SuspensionsSchool-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: Davis, Alicia J. Title: How Has the Baltimore County Public School System Addressed Disproportionate Minority Suspensions? Summary: Disproportionate minority contact refers to the higher proportion of minority youth who come into contact with the juvenile justice system (Office of Juvenile Justice and Delinquency Prevention [OJJDP], 1999). Researchers have found overrepresentation at every point of contact, from arrest to referral to adjudication (Hamparian & Leiber, 1997; Kakar, 2006). Furthermore, research has shown that the school system is yet another point of contact, where minority students are disproportionately arrested or referred to the juvenile justice system. Nicholas-Crotty, Birchmeier, and Valentine (2009) argue that the disproportionate use of exclusionary discipline by schools has created patterns of disproportionate minority contact, which ultimately are replicated, at least in part, by referrals to juvenile courts. They examined school disciplinary data from 53 Missouri counties and found that schools disproportionately targeting African American students for exclusionary sanctions also experienced higher rates of juvenile court referrals for African American youth. This trend has been defined as the school-to-prison pipeline (STPP), which is a system of educational public safety policies that pushes students out of school and into the criminal justice system (N.Y. Civil Liberties Union, n.d.). The STPP is fueled by zero-tolerance school policies. Zero-tolerance policies have been blamed for many of the disparities in school disciplinary actions. These policies, initially intended to deter serious offenses from occurring in schools, now include mostly minor offenses leading to more suspensions and expulsions (Johnson-Davis, 2012; Skiba, 2004). According to Skiba and Knesting (2001), 94 percent of schools now have some form of zero-tolerance policy in effect. In addition, although all races and genders are affected by these strict policies, researchers find that children of color are impacted the most (Advancement Project, 2005). For years, researchers and advocates have attempted to expose the negative consequences of zero-tolerance policies, such as the STPP. Studies across the nation - notably in Florida, Maryland, North Carolina, and Oregon public schools - have proven that minority students are overrepresented in the use of out-of-school suspensions (Florida State Conference NAACP, 2006; Johnson-Davis, 2012; Langberg & Brege, 2009; Portland Public Schools, 2002-03). Consequently, students are directly and indirectly being filtered into the juvenile justice system. Studies also have shown that children who have been suspended are more likely to be retained in grade, to drop out, to commit a crime, and/or to end up incarcerated (Johnson-Davis, 2012). Johnson-Davis (2012) conducted a study on Maryland's Baltimore County Public Schools (BCPS) for the 2008-09 school year and found that out of 103,180 students, 20,178 (19.5 percent) were suspended out of school. Of this number, 13 percent were in elementary school, 28 percent were in middle school, and 55 percent were in high school. At all school levels, suspensions were given most for disrespect/insubordination/disruption offenses. For these minor infractions, the percentage of suspensions given in elementary school, middle school, and high school were 24 percent, 44 percent, and 41 percent, respectively. The main focus of the BCPS study was to determine if a relationship existed between African American students and disproportionate school discipline practices in the system. The study explored the relationship between African American students and suspensions (in and out of school), and attempted to determine if that relationship varied based on students' academic performance. Results of a correlation and chi-square analysis showed that there was a significant relationship between African American students and suspension rates in BCPS (Johnson-Davis, 2012). The data revealed the strongest relationship in elementary schools. Specifically, a significant relationship was observed between the percentage of African American students and both in-school (0.328) and out-of-school (0.634) suspensions. Also, in high schools, a significant relationship was revealed between the percentage of African American students and in-school (0.465) suspensions. Additionally, a logistic regression analysis was used to determine if the percentage of African American students significantly predicted school suspensions when controlling for the effects of gender and student performance on standardized math tests (Johnson-Davis, 2012). Again, in elementary schools, the percentage of African American students was significantly and positively related to out-of-school suspensions even after controlling for gender and student performance on standardized math tests. Furthermore, the analysis revealed that performance on the standardized math test was significantly and negatively related to out-of-school suspensions in elementary schools, suggesting that African American youth who scored high on the standardized math test were less likely to receive an out-of-school suspension than African American youth who performed poorly (Johnson-Davis, 2012). Details: Baltimore: Schaefer Center for Public Policy University of Baltimore - College of Public Affairs, 2015. 38p. Source: Internet Resource: Accessed October 4, 2017 at: https://www.ubalt.edu/cpa/schaefer-center/minority_-suspensions_report_revised.pdf Year: 2015 Country: United States URL: https://www.ubalt.edu/cpa/schaefer-center/minority_-suspensions_report_revised.pdf Shelf Number: 147542 Keywords: Disproportionate Minority ContactRacial DisparitiesSchool DisciplineSchool SuspensionsSchool-to-Prison PipelineZero Tolerance Policy |
Author: Council of State Governments Justice Center Title: Realizing the Full Vision of School Discipline Reform: A Framework for Statewide Change Summary: In 2017, The Council of State Governments (CSG) Justice Center convened policymakers and education leaders from five states - California, Connecticut, Illinois, North Carolina, and Tennessee - that have seen success in reducing suspensions and expulsions to identify the strategies they used to achieve these successes, and to determine how similar approaches could be adopted in other states seeking to achieve comprehensive school discipline reform. The five states convened by the CSG Justice Center and highlighted in this report represent a diverse cross-section of regions of the country, varying student population sizes and compositions, and unique education system structures, and are at different stages of reform. As such, the strategies they used to facilitate these reforms are instructive both for states looking to advance further reforms and for states that have just started their reform efforts. This report first describes the framework that all five featured states used to advance their statewide school discipline reform efforts, and provides corresponding examples of state-specific strategies that have been successful in limiting the use of out-of-school suspension. The second section of the report provides recommendations to help all states apply this framework further in order to realize the full vision of school discipline reform. Details: New York: The Justice Center, 2017. 16p. Source: Internet Resource: Accessed October 9, 2017 at: https://csgjusticecenter.org/wp-content/uploads/2017/09/JC_Realizing-the-Full-Vision-of-School-Discipline-Reform_A-Framework-for-Statewide-Change.pdf Year: 2017 Country: United States URL: https://csgjusticecenter.org/wp-content/uploads/2017/09/JC_Realizing-the-Full-Vision-of-School-Discipline-Reform_A-Framework-for-Statewide-Change.pdf Shelf Number: 147614 Keywords: School DisciplineSchool SuspensionsSchool-to-Prison Pipeline |
Author: Walsh, Vanessa Title: Misbehavior or Misdemeanor? A Report on the Utah's School to Prison Pipeline, Summary: The school to prison pipeline is a national trend where children are funneled out of public schools and into the juvenile and criminal justice systems. This trend is exacerbated by zero tolerance policies and criminalizing behavior that should be handled inside schools instead of resorting to law enforcement action. Students who are suspended, expelled, referred to law enforcement, or have a school related arrest are more likely to not finish high school than their peers. Within this pipeline are major issues that need to be addressed. There are unacceptably high racial disparities. We are suspending too many kids. Despite common belief, Utah is not doing any better than the nation at large. The U.S. Department of Education Civil Rights Data Collection (CRDC) has provided data on key education and civil rights issues in our nation's public schools since 1968. The following report uses this data to explore these areas and how they apply to Utah specifically. - Recent national data shows that students of color are disproportionately singled out for suspensions, expulsions, referrals to law enforcement as well as school-based arrests. - Utah is not immune to these trends. Although the total number of disciplinary actions in Utah is decreasing, disproportionality along racial demographics continue to exist, and in some cases, is getting worse. - In the 2013-2014 school year, almost 9% of black students, 8.5% of American - Indian students, and approximately 5% of Pacific Islander and Hispanic students received a suspension. In comparison, only slightly more than 2% of white students were suspended. - In the 2011-2012 school year, Hispanic students were 1.3 times more likely than white students to be expelled. This increased to 2.3 times more likely in 2013-2014. Asian students were less likely than white students to be expelled in 2011, but they were 3.3 times more likely to be expelled in the 2013-2014. - During the 2013-2014 school year, 1.5% of American Indian students and almost 1.2% of black students were referred to law enforcement. In comparison, less than one half of one percent (0.4%) of white students received this action - American Indian students were 6.2 times more likely than white classmates to be arrested at school in the 2011-2012 school year. That disparity increased to 8.8 times more likely in the 2013-2014 school year. Similarly, Pacific Islanders were 1.7 times more likely in 2011-2012 and 3.3 times more likely in 2013-2014. - American Indian student feel the brunt of school disciplinary actions in every category except in-school suspensions. Overall,10.3% of all American Indian students received some sort of school disciplinary action in the 2013-2014 school year. In comparison, 5.6% of all other students of color received an action, and 2.6% of the white student population received an action. Details: Salt Lake City: University of Utah, S.J. Quinney College of Law, Public Policy Clinic, 2017. 35p. Source: Internet Resource: Accessed February 7, 2018 at: http://utahchildren.org/images/pdfs-doc/2017/Misbehavior_or_Misdemeanor_-_Report_on_Utahs_School_to_Prison_Pipeline.pdf Year: 2017 Country: United States URL: http://utahchildren.org/images/pdfs-doc/2017/Misbehavior_or_Misdemeanor_-_Report_on_Utahs_School_to_Prison_Pipeline.pdf Shelf Number: 149016 Keywords: Racial Disparities School Discipline School SuspensionsSchool-to-Prison PipelineZero Tolerance |
Author: Citizen Action of New York Title: Restoring Justice in Buffalo Public Schools: Safe and Supportive Quality Education for All Summary: In June 2010, Jawaan Daniels, a freshman at Lafayette High School in Buffalo, New York, was shot and killed at a bus stop near his school, after having been suspended from school for insubordination while roaming the halls. Jawaan's untimely passing brought attention to the zero tolerance, punitive nature of Buffalo Public School's (BPS) discipline policies, which for many years exacerbated the School-to-Prison Pipeline in Buffalo. Under these policies, many students, especially students of color, were suspended and expelled out of school for minor, non-violent infractions. The Buffalo community deserved and demanded better. Outraged by this situation, Citizen Action of Western New York and Alliance for Quality Education (AQE) launched a Solutions, Not Suspensions campaign, and have led the fight to improve BPS ever since. Over the next five years, Citizen Action and AQE, in partnership with Advancement Project, galvanized a community to action through organizing, door knocking, rallies, protests, policy drafting, and community education. In April 2013, these efforts resulted in BPS adopting a new Code of Conduct, one of the most progressive in the country, replacing punitive zero tolerance with positive interventions and responses. And while BPS still has a long way to go, the data shows these policies have helped BPS achieve significant progress in just the last two years. In the 2014-2015 school year, improvements in the discipline rates continue, showing the commitment of BPS and the continued success of the Citizen Action and AQE accountability model. Restoring Justice captures Citizen Action's, AQE's, and Advancement Project's efforts so that our story can serve as an example for others. In this report, we share background regarding the city of Buffalo and its schools, and then provide a brief national overview of the School-to-Prison Pipeline. We follow with a timeline of the Solutions, Not Suspensions campaign, and an overview of the changes that made Buffalo's Code of Conduct one of the best in the country. We end by looking at the data, showing how far we have come, how far we have left to go, and our plan to make the situation even better. We hope our story motivates, inspires, and challenges others who are working to end the School-to-Prison Pipeline, by showing how a local grassroots group can lead the way to change and create a more just democracy for all. Details: Albany: Citizen Action of New York, 2015. 20p. Source: Internet Resource: Accessed April 20, 2018 at: http://www.aqeny.org/wp-content/uploads/2015/07/Buffalo-Report-Restoring-Justice-FINAL-WEB.pdf Year: 2015 Country: United States URL: http://www.aqeny.org/wp-content/uploads/2015/07/Buffalo-Report-Restoring-Justice-FINAL-WEB.pdf Shelf Number: 1498967 Keywords: Racial DisparitiesSchool CrimeSchool DisciplineSchool SuspensionsSchool-to-Prison Pipeline |
Author: Stovall, Yolanda Jordan Title: Students' Participation in an Alternative to Suspension Program at a Midwest High School Summary: Black and Hispanic students in the United States are suspended at a higher rate and lag behind White students academically. This project study examined student achievement and behavior in an alternative to suspension (ATS) program at a Midwest U.S. high school. The purpose of this mixed methods, concurrent embedded strategy study was to determine if participation in the ATS program decreased disciplinary referrals and improved student performance. This study was guided by social control theory, which suggests that when students are disengaged in the school environment, student/teacher and peer relationships are damaged and students turn toward delinquent behavior. The study sample included 22 students who were referred to the program in 2012-2013, 12 of whom attended the ATS program and 10 (the control) who did not. Quantitative data were analyzed through inferential analysis, and qualitative data were analyzed for emerging themes. The quantitative results showed no significant relationships between student participation in the ATS program, the number of referrals received, and academic performance, and no significant difference in referrals by ethnicity. The qualitative analysis showed six themes describing the program's structural aspects: program structure, goals and vision, parental involvement, staff support, student gains in behavioral and social skills, and collaborative elements. A curriculum plan was created to proactively support 9th graders as they enter high school. These results and the curriculum plan promote positive social change by informing school personnel of the benefits of being proactive in addressing student achievement and discipline through support programs and other interventions, increasing the graduation rate and reducing the current school-to-prison pipeline. Details: Minneapolis, MN : Walden University, 2017. 129p. Source: Internet Resource: Dissertation: Accessed May 19, 2018 at: https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=4428&context=dissertations Year: 2017 Country: United States URL: https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=4428&context=dissertations Shelf Number: 150273 Keywords: School MisconductSchool SecuritySchool SuspensionsSchool-to-Prison Pipeline |
Author: U.S. Commission on Civil Rights. Indiana Advisory Committee Title: Civil Rights and the School-to-Prison Pipeline in Indiana Summary: The Indiana Advisory Committee to the U.S. Commission on Civil Rights submits this report regarding the civil rights impact of school discipline and juvenile justice policies in the state, which may lead to high rates of juvenile incarceration in what has become known as the "school to prison pipeline." The committee submits this report as part of its responsibility to study and report on civil rights issues in the state of Indiana. The contents of this report are primarily based on testimony the Committee heard during a web-based hearing on January 20, 2016 and an in-person hearing on February 17, 2015 in Indianapolis, IN. This report details civil rights concerns raised by panelists with respect to school discipline disparities, particularly for students of color, throughout the state of Indiana. It discusses the roles of implicit biases, economic disparities, and exclusionary school discipline policies in funneling students of color into the school-to-prison pipeline. From these findings, the Committee offers to the Commission recommendations for addressing this problem of national importance. Details: Washington, DC: U.S. Commission on Civil Rights, 2016. 100p. Source: Internet Resource: Accessed June 1, 2018 at: http://www.usccr.gov/pubs/Civil-Rights%20and-the-School-to-Prison-Pipeline-in%20Indiana.pdf Year: 2016 Country: United States URL: http://www.usccr.gov/pubs/Civil-Rights%20and-the-School-to-Prison-Pipeline-in%20Indiana.pdf Shelf Number: 150431 Keywords: Civil Rights AbusesRacial DisparitiesSchool DisciplineSchool-to-Prison Pipeline |
Author: Marchbanks, Miner P., III Title: Assessing the Role of School Discipline in Disproportionate Minority Contact with the Juvenile Justice System: Final Technical Report Summary: The purpose of this project was to assess the predictors of school discipline contact and the consequences of this contact on educational and juvenile justice outcomes of racially and ethnically diverse students. Further, this project examines the predictors of moving through the various stages of juvenile justice system. Last, the analyses look at the relationship between school strictness and various outcomes of great importance including school achievement and juvenile justice contact. Across analyses, the impact of race was considered. The research conducted here is a more complex and in-depth continuation of an investigation began by the Public Policy Research Institute (PPRI) at Texas A&M University (TAMU). PPRI subsequently received funding under the Office of Juvenile Justice and Delinquency Prevention's (OJJDP) 2012 Field Initiated Research and Evaluation Program to more closely examine the school discipline policies and the juvenile justice process across ethnic minority groups. A series of studies using a variety of advance statistical methods establish strong evidence of racial bias in school discipline contact, severity of punishment, poor educational outcomes, and justice system referrals across various types of schools and communities. We utilize quantitative methods ranging from structural equation models, an ordered probit with Heckman selection, clustered standard errors, to generalized linear models to highlight findings consistent with the "school-to-prison pipeline" model. The key measures of racial composition of school, teacher diversity, student-teacher racial/ethnic incongruence, and proportion of students receiving free or reduced lunch, were used as controls to investigate the prevalence of harsh discipline, poor educational outcomes, and justice system referrals across harsh/lenient schools and rural-urban communities. This report summarizes key findings from 14 manuscripts, including articles/book chapters. Many are published or in the process of being published in refereed journals. Dependent variables are at the case, student and school level. At the student level, these include encountering the school disciplinary system, juvenile justice referrals, standardized test failure and severity of punishment. At the school/campus level, outcomes include grade retention rate, dropout rate, and juvenile justice referral rate. In measuring cases where students enter the juvenile justice system, we use three dependent variables including referral to prosecutor, prosecutorial action, and case outcome. The results of this study will help advance the field on a theoretically grounded and statistically rigorous model for understanding school the racial lines of the "school-to-prison pipeline". Details: College Station, TX: Public Policy Research Institute, Texas A&M University, 2017. 72p. Source: Internet Resource: Accessed October 15, 2018 at: https://www.ncjrs.gov/pdffiles1/ojjdp/grants/252059.pdf Year: 2017 Country: United States URL: https://www.ncjrs.gov/pdffiles1/ojjdp/grants/252059.pdf Shelf Number: 152937 Keywords: Racial DisparitiesSchool CrimeSchool DisciplineSchool SecuritySchool-to-Prison Pipeline |