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| school-to-prison pipeline statistics: The School-to-Prison Pipeline Catherine Y. Kim, Daniel J. Losen, Damon T. Hewitt, 2010-10-15 An in-depth analysis of the legal entry points and remedies in the school-to-prison pipeline The “school-to-prison pipeline” is an emerging trend that pushes large numbers of at-risk youth—particularly children of color—out of classrooms and into the juvenile justice system. The policies and practices that contribute to this trend can be seen as a pipeline with many entry points, from under-resourced K-12 public schools, to the over-use of zero-tolerance suspensions and expulsions and to the explosion of policing and arrests in public schools. The confluence of these practices threatens to prepare an entire generation of children for a future of incarceration. In this comprehensive study of the relationship between American law and the school-to-prison pipeline, co-authors Catherine Y. Kim, Daniel J. Losen, and Damon T. Hewitt analyze the current state of the law for each entry point on the pipeline and propose legal theories and remedies to challenge them. Using specific state-based examples and case studies, the authors assert that law can be an effective weapon in the struggle to reduce the number of children caught in the pipeline, address the devastating consequences of the pipeline on families and communities, and ensure that our public schools and juvenile justice system further the goals for which they were created: to provide meaningful, safe opportunities for all the nation’s children. |
| school-to-prison pipeline statistics: The School-To-Prison Pipeline Christopher A. Mallett, 2015-08-17 The only text to fully address the causes, impact, and solutions to the school-to-prison pipeline The expanded use of zero tolerance policies and security measures in schools has exponentially increased arrests and referrals to the juvenile courtsóoften for typical adolescent developmental behaviors and low-level misdemeanors. This is the first truly comprehensive assessment of the ìschool-to-prison pipelineîóa term that refers to the increased risk for certain individuals, disproportionately from minority and impoverished communities, to end up ensnared in the criminal justice system because of excessively punitive disciplinary policies in schools. Written by one of the foremost experts on this topic, the book examines school disciplinary policies and juvenile justice policies that contribute to the pipeline, describes its impact on targetedóboth intentionally and unintentionallyóchildren and adolescents, and recommends a more supportive and rehabilitative model that challenges the criminalization of education and punitive juvenile justice. The book outlines effective policies, interventions, and preventative efforts that can be used to improve school climates and safety. The author includes specific recommendations for delinquency, detention, and incarceration prevention. The text incorporates a vast store of empirical knowledge from all relevant fields of study and includes research citations for more in-depth study. Case examples illuminate the plight of adolescents enmeshed in these systems along with effective interventions. The book is a vital resource for undergraduate and graduate students of social work and criminal justice as well as for juvenile court and school personnel and policymakers. Key Features: Provides a comprehensive assessment of the school-to-prison pipeline Recommends a supportive and rehabilitative model that decriminalizes education and challenges punitive juvenile justice Written by one of the foremost national experts on this topic Identifies the major risk factors for involvement in the pipeline About the Author: Christopher A. Mallett, JD, PhD, MSW, is Professor and BSW Program Director, School of Social Work, Cleveland State University. He is licensed in Ohio as an attorney and independent social worker. His research focuses on children and adolescents with disabilities and their involvement with the mental health system, school districts (special education), child welfare, and juvenile courts, with a focus on the impact of comorbid problems and juvenile justice system outcomes. Dr. Mallett is a consultant whose expertise is nationally tapped by juvenile courts, school districts, and childrenís service agencies, including serving on the Schools to Juvenile Justice Technical Assistance Training Team (2013 to present) sponsored by the National Council of Juvenile and Family Court Judges (NCJFCJ). He has published over 55 journal papers, national training briefs, and book chapters, as well as a textbook, Linking Disorders to Delinquency: Treating High Risk Youth in the Juvenile Justice System (2013). |
| school-to-prison pipeline statistics: Big Data on Campus Karen L. Webber, Henry Y. Zheng, 2020-11-03 How data-informed decision making can make colleges and universities more effective institutions. The continuing importance of data analytics is not lost on higher education leaders, who face a multitude of challenges, including increasing operating costs, dwindling state support, limits to tuition increases, and increased competition from the for-profit sector. To navigate these challenges, savvy leaders must leverage data to make sound decisions. In Big Data on Campus, leading data analytics experts and higher ed leaders show the role that analytics can play in the better administration of colleges and universities. Aimed at senior administrative leaders, practitioners of institutional research, technology professionals, and graduate students in higher education, the book opens with a conceptual discussion of the roles that data analytics can play in higher education administration. Subsequent chapters address recent developments in technology, the rapid accumulation of data assets, organizational maturity in building analytical capabilities, and methodological advancements in developing predictive and prescriptive analytics. Each chapter includes a literature review of the research and application of analytics developments in their respective functional areas, a discussion of industry trends, examples of the application of data analytics in their decision process, and other related issues that readers may wish to consider in their own organizational environment to find opportunities for building robust data analytics capabilities. Using a series of focused discussions and case studies, Big Data on Campus helps readers understand how analytics can support major organizational functions in higher education, including admission decisions, retention and enrollment management, student life and engagement, academic and career advising, student learning and assessment, and academic program planning. The final section of the book addresses major issues and human factors involved in using analytics to support decision making; the ethical, cultural, and managerial implications of its use; the role of university leaders in promoting analytics in decision making; and the need for a strong campus community to embrace the analytics revolution. Contributors: Rana Glasgal, J. Michael Gower, Tom Gutman, Brian P. Hinote, Braden J. Hosch, Aditya Johri, Christine M. Keller, Carrie Klein, Jaime Lester, Carrie Hancock Marcinkevage, Gail B. Marsh, Susan M. Menditto, Jillian N. Morn, Valentina Nestor, Cathy O'Bryan, Huzefa Rangwala, Timothy Renick, Charles Tegen, Rachit Thariani, Chris Tompkins, Lindsay K. Wayt, Karen L. Webber, Henry Y. Zheng, Ying Zhou |
| school-to-prison pipeline statistics: The School-to-Prison Pipeline Nancy A. Heitzeg, 2016-04-11 This book offers a research and comparison-driven look at the school-to-prison pipeline, its racial dynamics, the connections to mass incarceration, and our flawed educational climate—and suggests practical remedies for change. How is racism perpetuated by the education system, particularly via the school-to-prison pipeline? How is the school to prison pipeline intrinsically connected to the larger context of the prison industrial complex as well as the extensive and ongoing criminalization of youth of color? This book uniquely describes the system of policies and practices that racialize criminalization by routing youth of color out of school and towards prison via the school-to-prison pipeline while simultaneously medicalizing white youth for comparable behaviors. This work is the first to consider and link all of the research and data from a sociological perspective, using this information to locate racism in our educational systems; describe the rise of the so-called prison industrial complex; spotlight the concomitant expansion of the medical-industrial complex as an alternative for controlling the white and well-off, both adult and juveniles; and explore the significance of media in furthering the white racial frame that typically views people of color as criminals as an automatic response. The author also examines the racial dynamics of the school to prison pipeline as documented by rates of suspension, expulsion, and referrals to legal systems and sheds light on the comparative dynamics of the related educational social control of white and middle-class youth in the larger context of society as a whole. |
| school-to-prison pipeline statistics: Disrupting the School-to-Prison Pipeline Sofía Bahena, North Cooc, Rachel Currie-Rubin, Paul Kuttner, Monica Ng, 2012-12-01 A trenchant and wide-ranging look at this alarming national trend, Disrupting the School-to-Prison Pipeline is unsparing in its account of the problem while pointing in the direction of meaningful and much-needed reforms. The “school-to-prison pipeline” has received much attention in the education world over the past few years. A fast-growing and disturbing development, it describes a range of circumstances whereby “children are funneled out of public schools and into the juvenile and criminal justice systems.” Scholars, educators, parents, students, and organizers across the country have pointed to this shocking trend, insisting that it be identified and understood—and that it be addressed as an urgent matter by the larger community. This new volume from the Harvard Educational Review features essays from scholars, educators, students, and community activists who are working to disrupt, reverse, and redirect the pipeline. Alongside these authors are contributions from the people most affected: youth and adults who have been incarcerated, or whose lives have been shaped by the school-to-prison pipeline. Through stories, essays, and poems, these individuals add to the book’s comprehensive portrait of how our education and justice systems function—and how they fail to serve the interests of many young people. |
| school-to-prison pipeline statistics: System Failure Patricia Burch, 2022 SYSTEM FAILURE provides a framework for understanding the ways in which education policy across organizational settings contributes to the school-to-prison pipeline, as documented in the literature and as observed by authors in empirical studies of justice-involved youth in regular public schools, juvenile court schools, probation settings, and alternative schools. Burch and contributors argue that education policy fails low-income justice-involved youth in three major ways: maintaining silence around issues of structural racism and civil rights, marginalizing youth voice and culture and language, focusing on schools or the criminal justice system, and overlooking intermediate settings including the role of for-profit and not-for-profit education companies. While the problem of the school to prison pipeline has been well documented, the book adds critical detail and description of a policy process that tolerates the school-to-prison pipeline and stalls efforts to abolish it. The book is intended for educators, students, policymakers and practitioners interested in a comprehensive introduction to the policy issues as well as advocates doing serious work on the issues. |
| school-to-prison pipeline statistics: Closing the School Discipline Gap Daniel J. Losen, 2015 Educators remove over 3.45 million students from school annually for disciplinary reasons, despite strong evidence that school suspension policies are harmful to students. The research presented in this volume demonstrates that disciplinary policies and practices that schools control directly exacerbate today's profound inequities in educational opportunity and outcomes. Part I explores how suspensions flow along the lines of race, gender, and disability status. Part II examines potential remedies that show great promise, including a district-wide approach in Cleveland, Ohio, aimed at social and emotional learning strategies. Closing the School Discipline Gap is a call for action that focuses on an area in which public schools can and should make powerful improvements, in a relatively short period of time. Contributors include Robert Balfanz, Jamilia Blake, Dewey Cornell, Jeremy D. Finn, Thalia González, Anne Gregory, Daniel J. Losen, David M. Osher, Russell J. Skiba, Ivory A. Toldson “Closing the School Discipline Gap can make an enormous difference in reducing disciplinary exclusions across the country. This book not only exposes unsound practices and their disparate impact on the historically disadvantaged, but provides educators, policymakers, and community advocates with an array of remedies that are proven effective or hold great promise. Educators, communities, and students alike can benefit from the promising interventions and well-grounded recommendations.” —Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University “For over four decades school discipline policies and practices in too many places have pushed children out of school, especially children of color. Closing the School Discipline Gap shows that adults have the power—and responsibility—to change school climates to better meet the needs of children. This volume is a call to action for policymakers, educators, parents, and students.” —Marian Wright Edelman, president, Children’s Defense Fund |
| school-to-prison pipeline statistics: Pushout Monique W. Morris, 2016-03-29 Fifteen-year-old Diamond stopped going to school the day she was expelled for lashing out at peers who constantly harassed and teased her for something everyone on the staff had missed: she was being trafficked for sex. After months on the run, she was arrested and sent to a detention center for violating a court order to attend school. Just 16 percent of female students, Black girls make up more than one-third of all girls with a school-related arrest. The first trade book to tell these untold stories, Pushout exposes a world of confined potential and supports the growing movement to address the policies, practices, and cultural illiteracy that push countless students out of school and into unhealthy, unstable, and often unsafe futures. For four years Monique W. Morris, author of Black Stats, chronicled the experiences of black girls across the country whose intricate lives are misunderstood, highly judged—by teachers, administrators, and the justice system—and degraded by the very institutions charged with helping them flourish. Morris shows how, despite obstacles, stigmas, stereotypes, and despair, black girls still find ways to breathe remarkable dignity into their lives in classrooms, juvenile facilities, and beyond. |
| school-to-prison pipeline statistics: Police in the Hallways Kathleen Nolan, 2011-06-30 Exposing the deeply harmful impact of street-style policing on urban high school students |
| school-to-prison pipeline statistics: The New Jim Crow Michelle Alexander, 2020-01-07 One of the New York Times’s Best Books of the 21st Century Named one of the most important nonfiction books of the 21st century by Entertainment Weekly‚ Slate‚ Chronicle of Higher Education‚ Literary Hub, Book Riot‚ and Zora A tenth-anniversary edition of the iconic bestseller—one of the most influential books of the past 20 years, according to the Chronicle of Higher Education—with a new preface by the author It is in no small part thanks to Alexander's account that civil rights organizations such as Black Lives Matter have focused so much of their energy on the criminal justice system. —Adam Shatz, London Review of Books Seldom does a book have the impact of Michelle Alexander's The New Jim Crow. Since it was first published in 2010, it has been cited in judicial decisions and has been adopted in campus-wide and community-wide reads; it helped inspire the creation of the Marshall Project and the new $100 million Art for Justice Fund; it has been the winner of numerous prizes, including the prestigious NAACP Image Award; and it has spent nearly 250 weeks on the New York Times bestseller list. Most important of all, it has spawned a whole generation of criminal justice reform activists and organizations motivated by Michelle Alexander's unforgettable argument that we have not ended racial caste in America; we have merely redesigned it. As the Birmingham News proclaimed, it is undoubtedly the most important book published in this century about the U.S. Now, ten years after it was first published, The New Press is proud to issue a tenth-anniversary edition with a new preface by Michelle Alexander that discusses the impact the book has had and the state of the criminal justice reform movement today. |
| school-to-prison pipeline statistics: Bad Boys Ann Arnett Ferguson, 2020-07-21 Black males are disproportionately in trouble and suspended from the nation’s school systems. This is as true now as it was when Ann Arnett Ferguson’s now classic Bad Boys was first published. Bad Boys offers a richly textured account of daily interactions between teachers and students in order to demonstrate how a group of eleven- and twelve-year-old males construct a sense of self under adverse circumstances. This new edition includes a foreword by Pedro A. Noguera, and an afterword and bibliographic essay by the author, all of which reflect on the continuing relevance of this work nearly two decades after its initial publication. |
| school-to-prison pipeline statistics: Special Education and the Juvenile Justice System Sue Burrell, 2000 |
| school-to-prison pipeline statistics: Being Bad Crystal T. Laura, 2015-04-28 Being Bad will change the way you think about the social and academic worlds of Black boys. In a poignant and harrowing journey from systems of education to systems of criminal justice, the author follows her brother, Chris, who has been designated a “bad kid” by his school, a “person of interest” by the police, and a “gangster” by society. Readers first meet Chris in a Chicago jail, where he is being held in connection with a string of street robberies. We then learn about Chris through insiders’ accounts that stretch across time to reveal key events preceding this tragic moment. Together, these stories explore such timely issues as the under-education of Black males, the place and importance of scapegoats in our culture, the on-the-ground reality of zero tolerance, the role of mainstream media in constructing Black masculinity, and the critical relationships between schools and prisons. No other book combines rigorous research, personal narrative, and compelling storytelling to examine the educational experiences of young Black males. Book Features: The natural history of an African American teenager navigating a labyrinth of social worlds. A detailed, concrete example of the school-to-prison pipeline phenomenon. Rare insightsof an African American family making sense of, and healing from, school wounds. Suggested resources of reliable places where educators can learn and do more. “Other books have focusedon the school-to-prison pipeline or the educational experiences of young African American males, but I know of none that bring the combination of rigorous research, up-close personal vantage point, and skilled storytelling provided by Laura in Being Bad.” —Gregory Michie, chicago public school teacher, author of Holler If You Hear Me, senior research associate at the Center for Policy Studies and Social Justice, Concordia University Chicago “Refusing to separate the threads that bind the oppressive fabric of contemporary urban life, Laura has crafted a story that is at once astutely critical, funny, engaging, tearful, dialogue-filled, profoundly theoretical, despairing, and filled with hope. Being Bad is a challenge and a gift to students, families, policymakers, soon-to-be teachers, social workers, and ethnographers.” —Michelle Fine, distinguished professor, Graduate Center, CUNY Perhaps more than any other study on this topic, this book brings to life the complicated, fleshed, lived experience of those most directly and collaterally impacted by the politics of schooling and its relationship to our growing prison nation.” —Garrett Albert Duncan, associate professor of Education and African & African-American Studies, Washington University in St. Louis |
| school-to-prison pipeline statistics: School, Not Jail Peter Williamson, Deborah Appleman, 2021 This important volume examines how and why increasing numbers of students, disproportionately youth of color, are being taken from our schools and put into our prisons. Williamson and Appleman, along with a collection of scholars, teacher educators, K–12 teachers, administrators, and incarcerated students, offer their perspectives on how schooling can be restructured to disrupt this flow and dismantle the school-to-prison pipeline. They present clearly articulated strategies on curriculum, pedagogy, and disciplinary practices that can help redirect our collective efforts away from carceral practices. By considering chapters from prison educators and currently incarcerated students (the end of the pipeline), readers will plainly see the disciplinary and curricular issues that need to be addressed in our schools. The text includes examples of meaningful ways to engage students that could be incorporated into a variety of classrooms, from social studies to science to English language arts. Book Features: Instructive cautionary tales with specific pedagogical and policy suggestions. Alternatives to discipline in schools, such as restorative justice and positive behavioral support.Insights to help educators consider the trajectory of their students, as well as suggestions for making the curriculum both relevant and sustaining. Directly addresses the ways in which an understanding of the mechanisms of the school-to-prison pipeline can be woven into teacher preparation. |
| school-to-prison pipeline statistics: The Palgrave International Handbook of School Discipline, Surveillance, and Social Control Jo Deakin, Emmeline Taylor, Aaron Kupchik, 2018-06-07 Truly international in scope, this Handbook focuses on approaches to discipline, surveillance and social control from around the world, critically examining the strategies and practices schools employ to monitor students and control their behavior. Bringing together leading scholars from a range of disciplinary backgrounds, the chapters scrutinize, analyze and compare schools' practices across the globe, providing a critical review of existing evidence, debates and understandings, while looking forward to address emerging important questions and key policy issues. The chapters are divided into four sections. Part 1 offers accounts of international trends in school discipline, surveillance and punishment; Part 2 examines the merging of school strategies with criminal justice practices; Part 3 focuses on developments in school technological surveillance; and Part 4 concludes by discussing restorative and balanced approaches to school discipline and behavior management. As the first Handbook to draw together these multiple themes into one text, and the first international comparative collection on school discipline, surveillance and social control, it will appeal to scholars across a range of fields including sociology, education, criminology, critical security studies and psychology, providing a unique, timely, and indispensable resource for undergraduate educators and researchers. |
| school-to-prison pipeline statistics: The Real School Safety Problem Aaron Kupchik, 2016-07-12 Schools across the U.S. look very different today than they did a generation ago. Police officers, drug-sniffing dogs, surveillance cameras, and high suspension rates have become commonplace. The Real School Safety Problem uncovers the unintended but far-reaching effects of harsh school discipline climates. Evidence shows that current school security practices may do more harm than good by broadly affecting the entire family, encouraging less civic participation in adulthood, and garnering future financial costs in the form of high rates of arrests, incarceration, and unemployment. This text presents a blueprint for reform that emphasizes problem-solving and accountability while encouraging the need to implement smarter school policies.Ê |
| school-to-prison pipeline statistics: From Education to Incarceration Anthony J. Nocella, Priya Parmar, David Stovall, 2014 From Education to Incarceration: Dismantling the School-to-Prison Pipeline is a ground-breaking book that exposes the school system's direct relationship to the juvenile justice system. The book reveals various tenets contributing to unnecessary expulsions, leaving youth vulnerable to the streets and, ultimately, behind bars. |
| school-to-prison pipeline statistics: Understanding, Dismantling, and Disrupting the Prison-To-School Pipeline Kenneth J. Fasching-Varner, Lori Latrice Martin, Roland W. Mitchell, Karen Bennett-Haron, Arash Daneshzadeh, 2018-11-06 This volume provides a concentrated and powerful dialog about the nexus between schools, prisons, and the free-market economy where youth are on fast tracks from schools to prisons. |
| school-to-prison pipeline statistics: Racial Inequity in Special Education Daniel J. Losen, Gary Orfield, 2002 Commissioned by The Civil Rights Project at Harvard, this text examines racial inequity in special education, with an emphasis on the experiences of African American children. Eleven contributions from educators and researchers discuss issues such as the overrepresentation of minority children in special education, racial disparities in funding, and the implications of the Corey H. lawsuit to desegregate students with disabilities in Chicago. Annotation copyrighted by Book News, Inc., Portland, OR |
| school-to-prison pipeline statistics: First Strike Damien M. Sojoyner, 2016-10-15 California is a state of immense contradictions. Home to colossal wealth and long portrayed as a bastion of opportunity, it also has one of the largest prison populations in the United States and consistently ranks on the bottom of education indexes. Taking a unique, multifaceted insider’s perspective, First Strike delves into the root causes of its ever-expansive prison system and disastrous educational policy. Recentering analysis of Black masculinity beyond public rhetoric, First Strike critiques the trope of the “school-to-prison pipeline” and instead explores the realm of public school as a form of “enclosure” that has influenced the schooling (and denial of schooling) and imprisonment of Black people in California. Through a fascinating ethnography of a public school in Los Angeles County, and a “day in the life tour” of the effect of prisons on the education of Black youth, Damien M. Sojoyner looks at the contestation over education in the Black community from Reconstruction to the civil rights and Black liberation movements of the past three decades. Policy makers, school districts, and local governments have long known that there is a relationship between high incarceration rates and school failure. First Strike is the first book that demonstrates why that connection exists and shows how school districts, cities and states have been complicit and can reverse a disturbing and needless trend. Rather than rely upon state-sponsored ideological or policy-driven models that do nothing more than to maintain structures of hierarchal domination, it allows us to resituate our framework of understanding and begin looking for solutions in spaces that are readily available and are immersed in radically democratic social visions of the future. |
| school-to-prison pipeline statistics: Homeroom Security Aaron Kupchik, 2012-08-01 Police officers, armed security guards, surveillance cameras, and metal detectors are common features of the disturbing new landscape at many of today's high schools. You will also find new and harsher disciplinary practices: zero-tolerance policies, random searches with drug-sniffing dogs, and mandatory suspensions, expulsions, and arrests, despite the fact that school crime and violence have been decreasing in the US for the past two decades. While most educators, students, and parents accept these harsh policing and punishment strategies based on the assumption that they keep children safe, Aaron Kupchik argues that we need to think more carefully about how we protect and punish students. In Homeroom Security, Kupchik shows that these policies lead schools to prioritize the rules instead of students, so that students' real problems--often the very reasons for their misbehaviour--get ignored. Based on years of impressive field research, Kupchik demonstrates that the policies we have zealously adopted in schools across the country are the opposite of the strategies that are known to successfully reduce student misbehaviour and violence. As a result, contemporary school discipline is often unhelpful, and can be hurtful to students in ways likely to make schools more violent places. Furthermore, those students who are most at-risk of problems in schools and dropping out are the ones who are most affected by these counterproductive policies. Schools and students can and should be safe, and Homeroom Security offers real strategies for making them so. |
| school-to-prison pipeline statistics: Right to Be Hostile Erica R. Meiners, 2010-11-01 In Right to be Hostile, scholar and activist Erica Meiners offers concrete examples and new insights into the school to prison' pipeline phenomenon, showing how disciplinary regulations, pedagogy, pop culture and more not only implicitly advance, but actually normalize an expectation of incarceration for urban youth. Analyzed through a framework of an expanding incarceration nation, Meiners demonstrates how educational practices that disproportionately target youth of color become linked directly to practices of racial profiling that are endemic in state structures. As early as preschool, such educational policies and practices disqualify increasing numbers of students of color as they are funneled through schools as under-educated, unemployable, 'dangerous,' and in need of surveillance and containment. By linking schools to prisons, Meiners asks researchers, activists, and educators to consider not just how our schools’ physical structures resemble prisons— metal detectors or school uniforms— but the tentacles in policies, practices and informal knowledge that support, naturalize, and extend, relationships between incarceration and schools. Understanding how and why prison expansion is possible necessitates connecting schools to prisons and the criminal justice system, and redefining what counts as educational policy. |
| school-to-prison pipeline statistics: Girl Time Maisha T. Winn, 2019-09-06 This original account is based on the author’s experiences with incarcerated girls participating in Girl Time, a program created by a theatre company that conducts playwriting and performance workshops in youth detention centers. In addition to examining the lives of these and other formerly incarcerated girls, Girl Time shares the stories of educators who dare to teach children who have been “thrown away” by their schools and society. The girls, primarily African American teens, write their own plays, learn ensemble-building techniques, explore societal themes, and engage in self analysis as they prepare for a final performance. The book describes some of the girls and their experiences in the program, examines the implications of the school-to-prison pipeline, and offers ways for young girls to avoid incarceration. Readers will learn how the lived experiences of incarcerated girls can inform their teaching in public school classrooms and the teaching of literacy as a civil and human right. “Winn brings to mind theories of play and performance that rarely enter the professional preparation for teachers at the secondary level.” —Shirley Brice Heath, Stanford University “In the brilliant hands of Maisha T. Winn, Girl Time harvests seeds and stories about girls living in juvenile settings. . . . Penned in the ink of love, awe, despair, and dignity, the volume swings between documentary and possibility.” —From the Afterword by Michelle Fine, Graduate Center, CUNY |
| school-to-prison pipeline statistics: Willful Defiance Mark R. Warren, 2022 The story of how Black and Brown parents, students and members of low-income communities of color organized to dismantle the school-to-prison pipeline in their local schools and built a movement that spread across the country.In Willful Defiance, Mark R. Warren documents how Black and Brown parents, students, and low-income communities of color organized to dismantle the school-to-prison pipeline in their local schools and built an intersectional movement that spread across the country. Examining organizing processes in Mississippi, Los Angeles, Chicago, and other localities, he shows how relatively small groups of community members built the power to win policy changes to reduce suspensions and expulsions by combining deep local organizing with resources from the national movement. As a result, over the course of twenty years, the movement to combat the school-to-prison pipeline resulted in falling suspension rates across the country and began to make gains in reducing police presence in schools, especially in places where there have been sustained organizing and advocacy efforts.In documenting the struggle organizers waged to build national alliances led by community groups and people most impacted by injustice rather than Washington-based professional advocates, Warren offers a new model for movements that operate simultaneously at local, state and national levels, while primarily oriented to support and spread local organizing. In doing so, he argues for the need to rethink national social justice movements as interconnected local struggles whose victories are lifted and spread, In the end, the book highlights lessons from the school-to-prison pipeline movement for organizers, educators, policymakers and a broader public seeking to transform deep-seated and systemic racism in public schools and the broader society. |
| school-to-prison pipeline statistics: The Prison School Lizbet Simmons, 2017 Title -- Copyright -- Contents -- Acknowledgments -- Introduction -- 1. Public Schools in a Punitive Era -- 2. The At-Risk Youth Industry--3. Undereducated and Overcriminalized in New Orleans -- 4. The Prison School -- Conclusion -- Appendix -- Notes -- References -- Index |
| school-to-prison pipeline statistics: So You Want to Talk About Race Ijeoma Oluo, 2018-01-16 In this New York Times bestseller, Ijeoma Oluo offers a hard-hitting but user-friendly examination of race in America Widespread reporting on aspects of white supremacy--from police brutality to the mass incarceration of African Americans--have made it impossible to ignore the issue of race. Still, it is a difficult subject to talk about. How do you tell your roommate her jokes are racist? Why did your sister-in-law take umbrage when you asked to touch her hair--and how do you make it right? How do you explain white privilege to your white, privileged friend? In So You Want to Talk About Race, Ijeoma Oluo guides readers of all races through subjects ranging from intersectionality and affirmative action to model minorities in an attempt to make the seemingly impossible possible: honest conversations about race and racism, and how they infect almost every aspect of American life. Oluo gives us--both white people and people of color--that language to engage in clear, constructive, and confident dialogue with each other about how to deal with racial prejudices and biases.--National Book Review Generous and empathetic, yet usefully blunt . . . it's for anyone who wants to be smarter and more empathetic about matters of race and engage in more productive anti-racist action.--Salon (Required Reading) |
| school-to-prison pipeline statistics: Key Issues in Criminal Career Research Alex R. Piquero, David P. Farrington, Alfred Blumstein, 2007-01-08 This book examines several contentious and under-studied criminal career issues using one of the world's most important longitudinal studies, the Cambridge Study in Delinquent Development (CSDD), a longitudinal study of 411 South London boys followed in criminal records to age 40. The analysis reported in the book explores issues related to prevalence, offending frequency, specialization, onset sequences, co-offending, chronicity, career length, and trajectory estimation. The results of the study are considered in the context of developmental/life-course theories, and the authors outline an agenda for criminal career research generally, and within the context of the CSDD specifically. |
| school-to-prison pipeline statistics: Falling Back Jamie J. Fader, 2013-04-15 Jamie J. Fader documents the transition to adulthood for a particularly vulnerable population: young inner-city men of color who have, by the age of eighteen, already been imprisoned. How, she asks, do such precariously situated youth become adult men? What are the sources of change in their lives? Falling Back is based on over three years of ethnographic research with black and Latino males on the cusp of adulthood and incarcerated at a rural reform school designed to address “criminal thinking errors” among juvenile drug offenders. Fader observed these young men as they transitioned back to their urban Philadelphia neighborhoods, resuming their daily lives and struggling to adopt adult masculine roles. This in-depth ethnographic approach allowed her to portray the complexities of human decision-making as these men strove to “fall back,” or avoid reoffending, and become productive adults. Her work makes a unique contribution to sociological understandings of the transitions to adulthood, urban social inequality, prisoner reentry, and desistance from offending. |
| school-to-prison pipeline statistics: Discipline in the Secondary Classroom Randall S. Sprick, 2013-03-05 A teacher's success throughout the school year is largely determined by the events of the first few weeks of school. In his highly successful book Discipline in the Secondary Classroom (more than 100,000 copies sold), classroom management guru Randall Sprick offers practical strategies for beginning the school year, organizing the classroom for success, and establishing rules and behavior expectations for students. He also provides scores of helpful tips gathered from successful classroom teachers or gleaned from the latest educational research. Discipline in the Secondary Classroom is a treasure-trove of practical advice, tips, checklists, reproducibles, posters, and ready-to-use activities that will save teachers time and help them become more effective educators. Both new and seasoned teachers will find this book invaluable for designing a management plan that prevents problems, motivates students, and teaches them to behave responsibly. Discipline in the Secondary Classroom includes nine chapters that cover everything from creating a vision for classroom behavior to modifying a student behavior plan as the school year progresses. Also included is a DVD featuring Dr. Sprick teaching two core topics from within the book: How to finalize your classroom management plan and communicate it to students How to reinforce positive behavior in students rather than react to negative behavior |
| school-to-prison pipeline statistics: Handbook of Classroom Management Carolyn M. Evertson, Carol S. Weinstein, 2013-10-31 Classroom management is a topic of enduring concern for teachers, administrators, and the public. It consistently ranks as the first or second most serious educational problem in the eyes of the general public, and beginning teachers consistently rank it as their most pressing concern during their early teaching years. Management problems continue to be a major cause of teacher burnout and job dissatisfaction. Strangely, despite this enduring concern on the part of educators and the public, few researchers have chosen to focus on classroom management or to identify themselves with this critical field. The Handbook of Classroom Management has four primary goals: 1) to clarify the term classroom management; 2) to demonstrate to scholars and practitioners that there is a distinct body of knowledge that directly addresses teachers’ managerial tasks; 3) to bring together disparate lines of research and encourage conversations across different areas of inquiry; and 4) to promote a vigorous agenda for future research in this area. To this end, 47 chapters have been organized into 10 sections, each chapter written by a recognized expert in that area. Cutting across the sections and chapters are the following themes: *First, positive teacher-student relationships are seen as the very core of effective classroom management. *Second, classroom management is viewed as a social and moral curriculum. *Third, external reward and punishment strategies are not seen as optimal for promoting academic and social-emotional growth and self-regulated behavior. *Fourth, to create orderly, productive environments teachers must take into account student characteristics such as age, developmental level, race, ethnicity, cultural background, socioeconomic status, and ableness. Like other research handbooks, the Handbook of Classroom Management provides an indispensable reference volume for scholars, teacher educators, in-service practitioners, and the academic libraries serving these audiences. It is also appropriate for graduate courses wholly or partly devoted to the study of classroom management. |
| school-to-prison pipeline statistics: A Theory of African American Offending James D. Unnever, Shaun L. Gabbidon, 2011-03-01 A little more than a century ago, the famous social scientist W.E.B. Du Bois asserted that a true understanding of African American offending must be grounded in the real conditions of what it means to be black living in a racial stratified society. Today and according to official statistics, African American men – about six percent of the population of the United States – account for nearly sixty percent of the robbery arrests in the United States. To the authors of this book, this and many other glaring racial disparities in offending centered on African Americans is clearly related to their unique history and to their past and present racial subordination. Inexplicably, however, no criminological theory exists that fully articulates the nuances of the African American experience and how they relate to their offending. In readable fashion for undergraduate students, the general public, and criminologists alike, this book for the first time presents the foundations for the development of an African American theory of offending. |
| school-to-prison pipeline statistics: Blackness in Britain Kehinde Andrews, Lisa Amanda Palmer, 2016-04-28 Black Studies is a hugely important, and yet undervalued, academic field of enquiry that is marked by its disciplinary absence and omission from academic curricula in Britain. There is a long and rich history of research on Blackness and Black populations in Britain. However Blackness in Britain has too often been framed through the lens of racialised deficits, constructed as both marginal and pathological. Blackness in Britain attends to and grapples with the absence of Black Studies in Britain and the parallel crisis of Black marginality in British society. It begins to map the field of Black Studies scholarship from a British context, by collating new and established voices from scholars writing about Blackness in Britain. Split into five parts, it examines: Black studies and the challenge of the Black British intellectual; Revolution, resistance and state violence; Blackness and belonging; exclusion and inequality in education; experiences of Black women and the gendering of Blackness in Britain. This interdisciplinary collection represents a landmark in building Black Studies in British academia, presenting key debates about Black experiences in relation to Britain, Black Europe and the wider Black diaspora. With contributions from across various disciplines including sociology, human geography, medical sociology, cultural studies, education studies, post-colonial English literature, history, and criminology, the book will be essential reading for scholars and students of the multi- and inter-disciplinary area of Black Studies. |
| school-to-prison pipeline statistics: Minority Students in Special and Gifted Education National Research Council, Division of Behavioral and Social Sciences and Education, Board on Behavioral, Cognitive, and Sensory Sciences, Committee on Minority Representation in Special Education, 2002-08-30 Special education and gifted and talented programs were designed for children whose educational needs are not well met in regular classrooms. From their inceptions, these programs have had disproportionate representation of racial and ethnic minority students. What causes this disproportion? Is it a problem? Minority Students in Special and Gifted Education considers possible contributors to that disparity, including early biological and environmental influences and inequities in opportunities for preschool and K-12 education, as well as the possibilities of bias in the referral and assessment system that leads to placement in special programs. It examines the data on early childhood experience, on differences in educational opportunity, and on referral and placement. The book also considers whether disproportionate representation should be considered a problem. Do special education programs provide valuable educational services, or do they set students off on a path of lower educational expectations? Would students not now placed in gifted and talented programs benefit from raised expectations, more rigorous classes, and the gifted label, or would they suffer failure in classes for which they are unprepared? By examining this important problem in U.S. education and making recommendations for early intervention and general education, as well as for changes in referral and assessment processes, Minority Students in Special and Gifted Education will be an indispensable resource to educators throughout the nation, as well as to policy makers at all levels, from schools and school districts to the state and federal governments. |
| school-to-prison pipeline statistics: A Teacher's Inside Advice to Parents Robert Ward, 2016-10-20 It is self-evident that parents and children garner the benefits of a great teacher but also pay some kind of price for anything less than a sterling teacher. Likewise, teachers and children share the advantages of committed, capable parents, but also suffer consequences when parental responsibility and efficacy falters. Therefore, parents and teachers must be allies who share common expectations, methods, and goals. This book, divided into three parts will help everyone achieve this goal. |
| school-to-prison pipeline statistics: Black Stats Monique Couvson, 2014-01-28 Black Stats—a comprehensive guide filled with contemporary facts and figures on African Americans—is an essential reference for anyone attempting to fathom the complex state of our nation. With fascinating and often surprising information on everything from incarceration rates, lending practices, and the arts to marriage, voting habits, and green jobs, the contextualized material in this book will better attune readers to telling trends while challenging commonly held, yet often misguided, perceptions. A compilation that at once highlights measures of incredible progress and enumerates the disparate impacts of social policies and practices, this book is a critical tool for advocates, educators, and policy makers. Black Stats offers indispensable information that is sure to enlighten discussions and provoke debates about the quality of Black life in the United States today—and help chart the path to a better future. There are less than a quarter-million Black public school teachers in the U.S.—representing just 7 percent of all teachers in public schools. Approximately half of the Black population in the United States lives in neighborhoods that have no White residents. In the five years before the Great Recession, the number of Black-owned businesses in the United States increased by 61 percent. A 2010 study found that 41 percent of Black youth feel that rap music videos should be more political. There are no Black owners or presidents of an NFL franchise team. 78 percent of Black Americans live within 30 miles of a coal-fired power plant, compared with 56 percent of White Americans. |
| school-to-prison pipeline statistics: Juvenile in Justice Richard Ross, 2012 photographs by Richard Ross of juveniles in detention, commitment and treatment across the US. |
| school-to-prison pipeline statistics: The Paradoxes of High Stakes Testing George F. Madaus, Michael K. Russell, Jennifer Higgins, 2009 The present context of testing and the reauthorization of No Child Left Behind make the proposed book timely and important. Current testing programs provide valuable information to teachers, parents, and policy-makers about students, schools, and school systems. But paradoxically, these programs have unintended yet predictable negative consequences for many students, teachers, and schools. It is essential that the public and policy-makers understand the scope and impacts that result from the inherent paradoxical nature of high-stakes testing. |
| school-to-prison pipeline statistics: Handbook of Indigenous Education Elizabeth Ann McKinley, Linda Tuhiwai Smith, 2017 |
| school-to-prison pipeline statistics: Burning Down the House Nell Bernstein, 2014-06-03 When teenagers scuffle during a basketball game, they are typically benched. But when Will got into it on the court, he and his rival were sprayed in the face at close range by a chemical similar to Mace, denied a shower for twenty-four hours, and then locked in solitary confinement for a month. One in three American children will be arrested by the time they are twenty-three, and many will spend time locked inside horrific detention centers that defy everything we know about how to rehabilitate young offenders. In a clear-eyed indictment of the juvenile justice system run amok, award-winning journalist Nell Bernstein shows that there is no right way to lock up a child. The very act of isolation denies delinquent children the thing that is most essential to their growth and rehabilitation: positive relationships with caring adults. Bernstein introduces us to youth across the nation who have suffered violence and psychological torture at the hands of the state. She presents these youths all as fully realized people, not victims. As they describe in their own voices their fight to maintain their humanity and protect their individuality in environments that would deny both, these young people offer a hopeful alternative to the doomed effort to reform a system that should only be dismantled. Burning Down the House is a clarion call to shut down our nation’s brutal and counterproductive juvenile prisons and bring our children home. |
| school-to-prison pipeline statistics: Justice for Kids Nancy E. Dowd, 2011 Children and youth become involved with the juvenile justice system at a significant rate. While some children move just as quickly out of the system and go on to live productive lives as adults, other children become enmeshed in the system, developing deeper problems and or transferring into the adult criminal justice system. Justice for Kids is a volume of work by leading academics and activists that focuses on ways to intervene at the earliest possible point to rehabilitate and redirect—to keep kids out of the system—rather than to punish and drive kids deeper. Justice for Kids presents a compelling argument for rethinking and restructuring the juvenile justice system as we know it. This unique collection explores the system’s fault lines with respect to all children, and focuses in particular on issues of race, gender, and sexual orientation that skew the system. Most importantly, it provides specific program initiatives that offer alternatives to our thinking about prevention and deterrence, with an ultimate focus on keeping kids out of the system altogether. |
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