Deasy plans to launch a new program that he says will fix juvenile prisons in a way that both reduces recidivism and improves the life prospects of incarcerated youth.
Breaking Schools’ Rules: A Statewide Study on How School Discipline Relates to Students’ Success and Juvenile Justice Involvement
The CSG Justice Center, in partnership with the Public Policy Research Institute at Texas A&M University, has released a groundbreaking statewide study of nearly 1 million Texas public secondary school students, followed for at least six years. Funded by the Atlantic Philanthropies and the Open Society Foundations, this study found that when students are suspended or expelled, the likelihood that they will repeat a grade, not graduate, and/or become involved in the juvenile justice system increases significantly. African-American students and children with particular educational disabilities who qualify for special education were suspended and expelled at especially high rates.
To browse an online version of the report, click on the cover below and scroll through the pages using the arrow buttons on the sides. A link to download the pdf is included below the online version of the report.
A briefing to present the findings of the Texas study, conducted by the Council of State Governments (CSG) Justice Center in partnership with the Public Policy Research Institute at Texas A&M University, was held on Tuesday, July 19, 2011. The event also featured a discussion by Texas stakeholders about strategies to keep schools safe and reduce high rates of suspension and expulsion.
Download the Press Release: New Report on How School Discipline Relates to Academic and Juvenile Justice Outcomes (.pdf)
Related ResourcesOpportunities Suspended: The Disparate Impact of Disciplinary Exclusion from School
The first in an ongoing series of national studies by the Center for Civil Rights Remedies at the Civil Right Project.Barbara Jordan Freedom Foundation School Discipline conference, Feb. 2012.
CSG Justice Center Research Director Tony Fabelo featured on research panel.
FAQsRead the FAQ's
The House Committee on Education and the Workforce recently approved H.R. 5963, the Supporting Youth Opportunity and Preventing Delinquency Act. Introduced by Rep. Carlos Curbelo (R-FL) and Ranking Member Bobby Scott (D-VA), the bipartisan legislation reauthorizes and reforms the Juvenile Justice and Delinquency Prevention Act to help state and local leaders better serve at-risk youth and juvenile offenders. The bill passed unanimously by voice vote.
While the San Francisco Unified School District has campaigned against the use of suspension in its schools since 2011, discipline data released recently shed light on the district’s lingering problems: ethnic disparities and chronic absenteeism.
For the past two decades, how to discipline students has been as hotly contested a subject as how to educate them. For much of that time, many public-school systems, including New York City’s, have enforced zero-tolerance policies that require mandatory suspensions for certain offenses.
At least sixteen California counties, from Butte in the north to Riverside in the south, have hired transition specialists, according to the California County Superintendents Educational Services Association, which oversees county court schools. The support such specialists can provide can be key to ensuring that students enrolled in court schools have the best chance of success.