Exclusionary Discipline in American Schools and the School-to-Prison Pipeline: Connecting K-12 Disciplinary Policy to Adverse Life Outcomes for Youth of Color

2021 ◽  
Author(s):  
Joseph R. Guerrero Jr.
Keyword(s):  
Youth Of Color ◽  
Exclusionary Discipline ◽  
Life Outcomes ◽  
School To Prison Pipeline ◽  
Disciplinary Policy ◽  
American Schools ◽  
K 12

Conclusion

2021 ◽  
pp. 237-268
Author(s):  
Mark R. Warren
Keyword(s):  
Social Justice ◽  
Racial Disparities ◽  
Exclusionary Discipline ◽  
Educational Justice ◽  
School To Prison Pipeline ◽  
Social Justice Movements ◽  
Challenges And Opportunities ◽  
White Nationalism ◽  
Justice Movements ◽  
The Impact

The concluding chapter documents the impact of the school-to-prison pipeline movement on reducing suspensions and challenging policing practices in schools. It then highlights the features that help explain the growth and success of the movement and its emerging intersectional nature—like centering the participation of people most impacted by injustice. It draws lessons from this study for reconceptualizing social justice movements as ones that “nationalize local struggles.” It considers the enduring challenges facing the movement to dismantle the school-to-prison pipeline, including the persistence of racial disparities in exclusionary discipline, tensions between local and national organizing, and the difficulties of implementing restorative alternatives that serve to transform deep-seated racialized processes. It ends with a discussion of the challenges and opportunities to building racial and educational justice movements powerful enough to fully transform entrenched systems of racial inequity and educational injustice, particularly in an era that has witnessed the rise of white nationalism.

Parental Involvement and the Black–White Discipline Gap: The Role of Parental Social and Cultural Capital in American Schools

2019 ◽  
Vol 52 (1) ◽  
pp. 143-168 ◽  
Author(s):  
Olivia Marcucci
Keyword(s):  
Parental Involvement ◽  
Cultural Capital ◽  
Three Dimensions ◽  
Black Parents ◽  
Exclusionary Discipline ◽  
Social And Cultural Capital ◽  
Home Based ◽  
American Schools ◽  
Discipline Disproportionality ◽  
In School Suspension

Discipline disproportionality is the overuse of exclusionary discipline, such as suspension and expulsion, on Black students in American schools. This study adds to the literature by examining how parental involvement affects racial disparities in disciplinary outcomes in in-school suspension and by theoretically analyzing how parents’ social and cultural capital affect student disciplinary outcomes. The study uses Hayes’s dimensions of parental involvement as potential moderators between race and exclusionary discipline: achievement values, home-based involvement, and school-based involvement. Using base year data from the Educational Longitudinal Study of 2002 ( n = 15,362), a logistic regression model examines the three parental involvement dimensions as moderators of race and suspension. Two of the three dimensions significantly moderate the relationship between race and suspension. Both moderators are associated with a higher rate of discipline disproportionality. The analysis suggests that even while Black parents act as “adept managers” of capital, schools are still marginalizing the nondominant forms of capital that Black parents have.

Seeking the American Dream Along the United States – Mexico Border

2018 ◽  
Vol 40 (3) ◽  
pp. 31-34 ◽  
Author(s):  
Maria Cristina Morales ◽  
Juan Mendoza
Keyword(s):  
El Paso ◽  
The United States ◽  
Border Crossing ◽  
Start Time ◽  
Political Implications ◽  
Transnational Students ◽  
Mexico Border ◽  
American Schools ◽  
United States Mexico ◽  
K 12

Abstract Largely missing from public policy discussions on education and border crossing at the U.S. Mexico border are the experiences of transnational students. In this article, we illustrate some of the struggles of transnational students crossing from Ciudad Juárez, Chihuahua, México to El Paso, Texas, U.S.A. in pursue of an American education. These students are in K-12 and higher education and their daily commute (or almost daily) entail a start time before sunrise to cross the international port of entry to attend American schools. The majority of these students are U.S. citizens that reside on the Mexican side of the border. In this paper, we provide a glimpse into these students struggles for a U.S. education and discuss some political implications of this phenomena.

Overlooked Exclusionary Discipline: Examining Placement in Alternative Schools, Expulsions, and Referrals to Hearing in an Urban District

2020 ◽  
pp. 089590482090148
Author(s):  
Richard O. Welsh
Keyword(s):  
Alternative Schools ◽  
Descriptive Analysis ◽  
Third Party ◽  
Male Students ◽  
Exclusionary Discipline ◽  
Urban District ◽  
Black Male Students ◽  
School Day ◽  
K 12 ◽  
Disciplinary Consequences

School discipline is a salient challenge in K–12 districts nationwide. The majority of prior studies have focused on suspensions with relatively little attention paid to other forms of exclusionary discipline. This mixed-methods study provides a descriptive analysis of overlooked disciplinary consequences, namely, assignment to alternative schools, expulsions, and referrals to hearing. The findings from the quantitative analysis indicate that possession of drugs, student and staff assault, and weapons-related incidents account for the majority of infractions leading to the most severe forms of exclusionary discipline. Black male students account for the largest proportion of students receiving the harshest exclusionary disciplinary consequences. The findings from the qualitative analysis reveal several challenges that policymakers in urban districts navigate regarding alternative schools, including (a) staffing and the development of professional capacity, (b) the length of the school day, (c) transportation, and (d) the choice between in-district versus third-party operation of alternative schools.

scholarly journals Exclusionary School Discipline and Neighborhood Crime

2020 ◽  
Vol 6 ◽  
pp. 237802312092540
Author(s):  
Julie Gerlinger
Keyword(s):  
School Discipline ◽  
Neighborhood Disadvantage ◽  
Macro Level ◽  
Exclusionary Discipline ◽  
Law And Order ◽  
Neighborhood Crime ◽  
School To Prison Pipeline ◽  
Institutional Processes ◽  
Aggravated Assault ◽  
The Impact

The author investigates the impact of law-and-order schools, defined as those that rely heavily on exclusionary discipline (i.e., suspension and expulsion) as a form of punishment, on neighborhood crime. Additional analyses are performed to assess whether the effects of punitive school discipline on local crime are moderated by neighborhood disadvantage. Findings suggest that suspensions are associated with increases in local crime—evidence of a macro-level school-to-prison pipeline—while expulsions are generally associated with fewer crime incidents. Although disciplinary exclusions appear to increase crime at fairly consistent rates across levels of neighborhood disadvantage, both exclusion types are associated with more aggravated assault in areas with higher levels of disadvantage. As such, institutional processes of the school appear to help explain variations in community crime.

scholarly journals COVID-19 Trends in Florida K-12 Schools, August 10 – November 14, 2020

2020 ◽  
Author(s):  
Rebekah D. Jones
Keyword(s):  
Large Scale ◽  
School Level ◽  
Health Concern ◽  
Public Health Concern ◽  
Face To Face ◽  
Large Scale Assessment ◽  
American Schools ◽  
Wide Gap ◽  
K 12 ◽  
Case Data

AbstractData collected from 38 states from August 3 – November 15, 2020 showed more than 250,000 confirmed student and staff cases of SARS-CoV-2 in K-12 schools1. Yet, analysis of COVID-19 case data in USA schools has been extremely limited2,3. To date, no large-scale or state-wide analyses by school level and grade has been published, opening a wide gap in understanding COVID-19 in American schools. A large-scale assessment of available data and trends could provide a baseline for understanding the virus in the K-12 learning environment and dispel misconceptions about the prevalence of COVID-19 in schools.Table of Contents SummaryUsing the most comprehensive database of K-12 COVID-19 case data in the country, Florida provides clues for understanding student and staff cases in schools.What’s known on this subjectFlorida schools began reopening to in-person instruction in August have reported more than 18,000 student and staff cases of COVID-19 as of November 14, 2020. Incidence of COVID-19 cases in K-12 students and staff is of urgent public health concern.What this study addsCOVID-19 cases reported in Florida schools were most influenced by community case rates, district mask policies, and percent of students attending face-to-face. Student case rates were highest in high schools (12.5 per 1,000).

Deficit Thinking and Additional Language Learners in Exceptional Education

2022 ◽  
pp. 224-239
Author(s):  
Janat R. Blackmon
Keyword(s):  
Language Learners ◽  
Culturally Responsive ◽  
Language Skills ◽  
Deficit Thinking ◽  
Acculturation Process ◽  
School Year ◽  
Exceptional Education ◽  
American Schools ◽  
K 12 ◽  
The U.S

In the 2018–19 school year, additional language learners (ALL) represented 10% of total student enrollment K–12 schools with over 5 million ALL learners enrolled in U.S. schools. Additional language learners are the fastest growing population in education in America. There is a disproportionality in the number of ALL learners referred to exceptional education programing in the U.S. instead of being taught in culturally responsive ways specifically to develop language skills in additional languages. Teachers often refer for Exceptional Education assessments ALL learners who are not progressing as fast as students with English as their home language for a learning disability. This chapter aims to identify the acculturation process and best practices for teaching English as an Additional Language specifically in the acculturation period for learners. This chapter will give an overview of ALL learners, culture, acculturation, and differentiation in instruction and assessment for ALL learners in working towards more appropriate and effective programming for ALL learners in American schools.

“Our Stories Are Powerful”: The Use of Youth Storytelling in Policy Advocacy to Combat the School-to-Prison Pipeline

2020 ◽  
Vol 90 (2) ◽  
pp. 172-194
Author(s):  
JEFFREY S. MOYER ◽  
MARK R. WARREN ◽  
ANDREW R. KING
Keyword(s):  
Low Income ◽  
Qualitative Interviews ◽  
Youth Of Color ◽  
Racial Equity ◽  
Grassroots Organizing ◽  
School To Prison Pipeline ◽  
Youth Leaders ◽  
Policy Goals ◽  
Racial Gaps ◽  
Common Strategy

The use of narratives and storytelling has become an increasingly common strategy in grassroots organizing and advocacy efforts to influence policy change. Drawing on qualitative interviews and observations, Jeffrey Moyer, Mark Warren, and Andrew King present a case study of the successful campaign by Voices of Youth in Chicago Education (VOYCE) to pass SB100, a progressive Illinois law aimed at ending the school-to-prison pipeline. The authors show that personal storytelling, when combined with other approaches, constitutes an effective strategy for youth organizing groups in low-income communities of color to achieve racial equity and educational justice policy goals. In this case, youth leaders involved in VOYCE told legislators their personal stories of the harm done to them and their friends by zero-tolerance school discipline and spoke to the racial inequities they faced. In doing so, they countered previously held narratives of youth of color as troublemakers and violence-prone and created a moral urgency for legislators to act. Youth leaders used storytelling and data to build a larger alliance of supporters, which contributed to the passage of a bill that limited harsh discipline, promoted restorative justice alternatives, and took steps to close racial gaps in suspensions and expulsions.

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