the school to prison pipeline: the impact of...

The School to Prison Pipeline: The Impact of Disproportionality and How to

Effect Positive Change

Adam Bauserman and Andre Banks, Review360, Pearson, Inc.

5/22/2017

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The School to Prison Pipeline: The Impact of Disproportionality and How to Effect Positive Change


Adam Bauserman. [email protected]

July 12, 20171The School to Prison Pipeline: The Impact of Disproportionality and How to Effect Positive Change

Andre Banks, [email protected]


Introduction


Agenda

• Working Definition for Disproportionality

• School Impact on the Disproportionality Rate

• OCR Role in the School to Prison Pipeline

• Disproportionality Crisis Overview

• Educator Role In Managing Disproportionality

• Q & A

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VideoCourtesy of:

https://vimeo.com/kirwaninstitute/implicit-bias


School Discipline Management and

Addressing Student Behavior


School Discipline Management and Addressing Student Behavior

The practices employed by educators to address disruptive student behaviors fall under the purview of school discipline management policies and processes and have a substantial impact on the: ● Efficacy of the instructional process● Overall climate of the school● Development and progress of all students

Purpose of School Discipline (Skiba & Rausch, 2006)

● Safety of students and educators● School climate conducive to learning● Instructing students in social expectations● Preventing future disruptive behaviors

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Impact and Purpose

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School Discipline Management and Addressing Student BehaviorTeachers Preparedness to Address Student Behavior

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! Single most common request for assistance! Considered the most challenging aspect of t! Teachers identified assistance and instructio! Area where teachers receive the least amou! Disruptive behavior linked to high teacher d

According to multiple surveys and research sources:

Classroom Management

MetLife Survey 2012 | Rose & Gallup 2005 | Reinke, et al. 2011 | APA Survey 2006


The traditional approach consists of:● Authoritarian and punitive consequences● Rigid set of behavioral mores ● Zero-tolerance philosophy● Heavy reliance on office referrals,

discipline placements, and suspensions

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Traditional Approach to Student Discipline


These processes are purported to work because they accomplish the following: ● Deter disruptive behavior ● Remove the threat to safety and climate● Punish misbehaviors which removes tacit

or implicit reinforcement of poor behavior

The School to Prison Pipeline: The Impact of Disproportionality and How to Effect Positive Change 9

When inappropriate behavior is viewed as requiring punishment, the student is seen as a problem.

When teachers feel unprepared to address challenges, they rely on a more intuitive, less informed approach which perpetuates teachers’ belief that they

are not adequately prepared to address disruptive student behavior.

Thus, the teacher continues to be woefully unprepared to address student behavior and they are seen as a custodian of the classroom’s management…there…only to identify what needs to be removed.

Students and Teachers in Traditional Discipline


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Why Behavior Matters



Why Does Student Behavior Matter?

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Problem Behavior…

…disrupts school

climate.

Higher academic

performance

Fewer behavioralincidents

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3x


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…increases the likelihood

of failure.

Early onset of problem behavior

more likely to fail

Problem Behavior…



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…is the primary cause

of turnover.

#1reason for leaving

1,000teachers

quit daily

Problem Behavior…



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…is not part of teacher

prep programs.

85% of Colleges of Education

don’t talk about behavior at allProblem

Behavior…

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Office for Civil Rights


While the main roles of the OCR Addressing Complaints and Ensuring Compliance, this office has been instrumental in the following:● Since 2011, OCR has been an active partner in the Supportive School

Discipline Initiative (SSDI). SSDI brings a number of federal agencies together to promote positive school discipline approaches and alternatives to exclusionary discipline.

● Co-authored with the DOJ school discipline guidance package to assist states, districts, and schools in developing practices and strategies to enhance school climate and discipline and ensure that school policies and practices respect students’ civil rights.

● Collect data on student discipline in public schools and report these data in snapshots and brief reports: information includes suspension data, alternative placements, referrals to juvenile justice, and restraints and seclusion http://www2.ed.gov/about/offices/list/ocr/whatsnew.html

Roles of OCR in Education

Office for Civil RightsU.S. Department of Education


3MOut-of-school Suspensions

100KExpelled

3xMore Black

students

2xMore SpEd

Increased suspensions

for non-violent

offenses

March 2015: Lowlights & Highlights

More likely to dropout, fail, and get in trouble

Report to the President & Secretary of Education 03/15


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Outcomes Related to Current Approaches


“...Suspension and expulsion often provide troubled kids exactly what they do not need: an extended, unsupervised hiatus from school that increases their risk of engaging in substance abuse and violent crime.”

Suspended EducationUrban Middle Schools in Crisis

By Daniel J. Losen and Russell J. Skiba

School to Prison Pipeline“In 1997, 68 percent of state prison

inmates were school dropouts”


Results from the 2014 OCR Data Snapshot: School Discipline (Data collected from 2011-12)

Disproportionate suspensions of girls of color:


6%White Boys

7%American

Indian/Native-Alaskan Girls

American Indian/Native-Alaskan girls are suspended at higher rates than

White Boys or Girls.

2% WG

12%Black Girls

More than girls of any other ethnicity

and most boys



Disproportionately high suspension/expulsion rates for students of color:


American Indian/Native-

Alaskan

<1%

2%Suspensions

3%Expulsions

Population

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Suspensions of students with disabilities & English learners:


7%English

Learners

10%Student

Population

In contrast, English learners do not receive out-of-school suspensions at disproportionately high rates.

OSS



Arrests and referrals to law enforcement by race and disability status:



Analysis of Civil Rights Data Collection, All U.S. Schools, 2017

Education Week Research CenterWhich Students are Arrested Most?

Who gets arrested?

Who gets referred to law enforcement?

What is the overall population?

Education Week Research Center original analysis of Civil Rights Data Collection, 2017

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The Disproportionality

Crisis


Suspension Data by Ethnicity




Discipline in the 15 Largest Districts



School District Enrollment SuspensionsWhite Black Hispanic Asian/PI* White Black Hispanic Asian/PI*

1 NEW YORK CITY NY 14% 30% 40% 15% 8% 46% 42% 2%2 LOS ANGELES UNIFIED CA 9% 9% 75% 7% 4% 26% 67% 3%3 CHICAGO IL 9% 45% 42% 4% 3% 76% 20% 0.3%4 DADE COUNTY FL 9% 25% 65% 1% 4% 50% 46% 0.3%5 CLARK COUNTY NV 34% 14% 42% 10% 25% 25% 45% 5%6 BROWARD COUNTY FL 28% 39% 29% 4% 17% 59% 23% 1%7 HOUSTON ISD TX 8% 26% 63% 3% 3% 45% 51% 1%8 HILLSBOROUGH CNTY FL 44% 23% 30% 3% 25% 46% 28% 1%9 FAIRFAX COUNTY VA 48% 11% 20% 22% 28% 27% 31% 13%10 PHILADELPHIA CITY PA 13% 62% 17% 7% 7% 78% 14% 1%11 PALM BEACH COUNTY FL 38% 29% 29% 3% 20% 57% 22% 1%12 ORANGE COUNTY FL 34% 28% 33% 5% 16% 54% 29% 1%13 GWINNETT COUNTY GA 34% 28% 26% 11% 16% 43% 32% 4%14 DALLAS ISD TX 4% 25% 69% 1% 3% 48% 48% 0.3%15 MONTGOMERY CNTY MD 38% 23% 23% 17% 17% 52% 27% 5%

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Discipline in the 15 Largest Districts



School District Enrollment SuspensionsWhite Black Hispanic Asian/PI* White Black Hispanic Asian/PI*

1 NEW YORK CITY NY 30% 46%2 LOS ANGELES UNIFIED CA 9% 26%3 CHICAGO IL 45% 76%4 DADE COUNTY FL 25% 50%5 CLARK COUNTY NV 14% 25%6 BROWARD COUNTY FL 39% 59%7 HOUSTON ISD TX 26% 45%8 HILLSBOROUGH CNTY FL 23% 46%9 FAIRFAX COUNTY VA 11% 27%10 PHILADELPHIA CITY PA 62% 78%11 PALM BEACH COUNTY FL 29% 57%12 ORANGE COUNTY FL 28% 54%13 GWINNETT COUNTY GA 28% 43%14 DALLAS ISD TX 25% 48%15 MONTGOMERY CNTY MD 23% 52%


The Disproportionality CrisisIt Starts With You

Attitude

Skill Level

PerceptionsExpectations

InterpretationResponse

Confidence

ExperiencesCulture

Knowledge

ExperiencesCulture

Knowledge

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The Disproportionality CrisisImplicit Bias

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“Unlike explicit bias (which reflects the attitudes or beliefs that one endorses at a conscious level), implicit bias is the bias in judgment and/or behavior that results from subtle cognitive processes (e.g., implicit attitudes and implicit stereotypes) that often operate at a level below conscious awareness and without intentional control.” (National Center for State Courts, 2016)

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What is Implicit Bias?

The Disproportionality CrisisImplicit Bias

Researchers at the Yale Child Study Center (2016) found that implicit bias plays a unique role in how early childhood educators approach student behavior based on the child’s race.


● Smoking ● Vandalism ● Leaving w/o Permission● Obscene Language

● Disrespect ● Excessive Noise ● Threats● Loitering

Skiba, R.J., Michael, R.S., Nardo, A.C. & Peterson, R. (2002). The color of discipline: Sources of racial and gender disproportionality in school punishment. Urban Review, 34, 317-342.

Whitestudentsreferredmore for:

Blackstudentsreferredmore for:

Of 32 infractions, only 8 had a significant difference:

The Disproportionality CrisisOffice Referral Behaviors by Race


Gaps in disciplinary actions are present even when other factors like SES are accounted for. (Skiba, Poloni-Staudinger. et al, 2005). Therefore race plays a role in disciplinary decisions made in the classroom.

Differential Selection: Minority students are more likely to receive punitive disciplinary consequences than other student groups despite the similarity of infractions. This is especially evident in office referrals for defiance and noncompliance, where race of the student appears to subjectively impact teachers’ actions.

Differential Processing: Simply put, this hypothesis is based on the adage “let the punishment fit the crime”. Minority students are more likely to receive extreme punitive consequence than their cohorts for the same infractions.

Differential Behavior: As a factor for disproportionality in student disciplinary actions, differential behavior is the expectation that students from certain racial or ethnic groups are more predisposed to misbehave than other student groups. Again, the research does not support this supposition.

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Race Plays a Role in Disciplinary Decisions

The Disproportionality CrisisContributing Factors

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The American Psychological Association chimes in!

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✓ Preventive practices to promote positive behavior and support students

✓ Implement “graduated discipline” systems

✓ Teach alternative ways of getting along

✓ Improve communication and connection w/students, parents

For Suspensions Overall

The Disproportionality CrisisWhat Can We Do?


The American Psychological Association chimes in some more!

✓ Train teachers in classroom behavior management

✓ Provide differentiated behavioral support

✓ Reduce cultural mismatch✓ Avoid one-size-fits-all

discipline✓ Use data to transform

For Disproportionate Representation in Suspensions




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A student is not a problem. A student has a problem which requires assistance and help to solve at the level of their individual need.

Providing teachers with training in the essential elements of classroom management allows them to address disruptive behavior in an informed way, placing the focus back on teaching.

Teachers and students are more likely to be impacted by supports that affect the majority of their day, which is interactions in the classroom.

Positive Behavior Approaches Support Everyone

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What Do Students Want From Their Teachers?


• Positive attitude• Preparedness• Sense of humor• Creativity• Forgiving• Respect• High expectations• Compassion• Sense of belonging• Willingness to

admit mistakes

University of Memphis Study

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Questions?

There’s so much more to learn.

Find out more about us at

MeetReview360.com877.411.7360 | [email protected]

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