Many law enforcement officials in South Carolina said there’s no specific protocol for how to handle an uncooperative student who refuses to get up from a desk when confronted by an officer.
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.
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Black and Latino elementary school students continue to be suspended at significantly higher rates than their white peers, according to a study by the Rhode Island Affiliate of the American Civil Liberties Union.
Last week, the Los Angeles Times reported on what appears to be the latest example of restorative classroom-discipline strategies going awry. Alongside a photo that features a scowling police officer, the article describes “another day of distraction” that included a girl getting harassed and a boy being offensively defiant with a teacher.
Isolation rooms and paddling: What some schools in the South are doing to keep students in line.
Restorative justice is a wonderful concept; a way to make student discipline less punitive and more productive. But in Los Angeles Unified, it’s little more than a slogan, generally misunderstood and rarely applied.