- Jul 2018
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www.edweek.org www.edweek.org
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My own research with teachers of black and Latino young men and boys shows that the development and maintenance of authentic, caring relationships with students can help dramatically reduce disciplinary infractions.
Caring relationships are critical in developing students.
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zero-tolerance policies around student behavior.
This policy became the easy route to get rid of kids that schools did not want to support.
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The U.S. Department of Education's office for civil rights reported in 2014 that of all out-of-school suspensions of preschool-age children, 42 percent were given to black children, compared with 28 percent given to their white peers.
I'm still confused on the how pre-school children are being suspended. Isn't this a time of learning how to interact socially?
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Black males are disciplined and punished disproportionately more than any other group.
This is true, but when are we going to address the issue in the early years? The public school system has created a school to prison pipeline that is still lacking focus and support in changing.
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www.nassp.org www.nassp.org
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Administer a schoolwide climate survey of students, parents, and school personnel on a regular schedule that measures the degree to which collaborative leadership exists; the personalization of the school environment; and the strength of the school’s curriculum, instruction, and assessment—factors that lead to a supportive learning environment and increased student achievement
This is really important so that feedback is given and changes can be made as necessary.
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Ensure that school resource officers receive specialized training to help them become a part of the school community and contribute to a safe, orderly, and inviting school environment
SRO's are not there to "bust" kids. They are there to keep them safe. The line must be drawn between the two.
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Ensure that suspension and expulsions are measures of last resort in the code of conduct and use them only if it is necessary to preserve the safety of other students and staff
This sticks out to me as being one of the most vital of the recommendations.
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Evaluate the district code of conduct and all schools’ discipline data to ensure that out-of-school suspension and expulsion are not overused or disproportionately administered to certain student subgroups
Yes. And suspensions should have to go through the BOE so that there is a checks and balances system.
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create a system of evidence-based and linguistically and culturally relevant interventions
This distinction must be made clear. Many things are implemented that are not evidence- based, or culturally and linguistically relevant.
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responsibility to model and teach students methods of exerting authority and modifying behavior that are constructive, humane, and provide opportunities for growth.
With punitive test-score practices, it is not usually the number one priority to teach these things.
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must be part of a comprehensive schoolwide effort to improve the quality of classroom instruction accompanied by efforts to create conditions where students are meaningfully engaged in the school community and come to school ready to learn.
Discipline by itself cannot change. It must be connected to a larger mission.
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principals cannot make these changes in policy on their own and will need significant assistance and resources from states and districts to enact these recommendations.
And in the Trump/DeVos era, we many never see this.
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providing the specific behavioral supports and services
This is what I'm saying. All of these factors impact discipline.
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many suspensions are the result of minor infractions of school rules, such as violating dress codes, truancy, excessive tardiness, cell phone use, loitering, or classroom disruption
This comes from the "we need to teach 'these kids' a lesson" mentality. What is the point of this, especially when schools are not giving students the skills to operate differently than how they have always operated.
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3.5 million students having been suspended at least once during the 2011–2012 school year
Wow. That is a lot of students out of school and not learning. We have got to change this.
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funnel youth into the juvenile justice system
When I was a principal, I did everything in my power to keep students from going into the system.
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twofold increase
It doubles their chances of dropping out. We cannot continue to go down this path when we know cause and impact. Schools pour a lot of resources into trying to re-engage students, when there is already research that know what can prevent them from even going down that road.
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- Jun 2018
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www.nydailynews.com www.nydailynews.com
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When I told some of my white and Asian classmates that I’d gotten into Yale, they were immediately dismissive
We as minorities have to deal with this all the time. Getting into colleges, jobs or having opportunity isn't off of our merit,hard work, talent and skill. It's often viewed upon as meeting a minority quota.
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For example, I remember being the only black kid in many of my classes (something that seemed n
I can relate to this as being one of the only African American males in Biochemistry classes.
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The current and former students who drove the campaign were sick of having to defend their right to earn an elite education
This is how we lose some many talented students to institutional racism. They become sick and tired of defending their right.
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I wish that more children across the city had the opportunities they deserve to demonstrate their talent and hard work. It is worth fighting for this principle — in our public schools perhaps most of all.
Children can be rewarded for their hard work. However, there is so much effort in navigating institutional racism that many become tired and begin to be swallowed up by this beast of hate and dreams begin to diminish. America has a long way to go.
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Rather than lead us through that difficult conversation, the chancellor’s response is to build a straw man because no ethnic or racial group could possibly claim entitlement to Stuyvesant.
Interesting how when minorities begin to gain access to parts of the world, (in this case education) there all of a sudden needs to be some adjustment to the criteria to limit the success. This is so obvious ...
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purposely oblivious to his administration’s utter failure to prepare students across the city for the admissions test — and for a school as challenging as Stuyvesant
Let's look at the reason why these students are not prepared for the test. Whether they choose to go there or not, somewhere along the line education and society has failed them, if they do not have the ability to gain access according to the criteria of this test. Seems to me that there is a bigger problem in New York
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regardless of their abilities
What abilities are they referring too. Would twice exceptional students abilities be accepted?
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no interviews, no favoritism for legacies, no strings to be pulled. It’s all about whether you do well on the test
There are interviews and other criteria being discussed prior to the "test". It's just not out there for anyone to see.
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inst-fs-iad-prod.inscloudgate.net inst-fs-iad-prod.inscloudgate.net
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Later, during the 1970s and 1980s, difference approachesmarked a progression to viewing the languages, literacies, and cultural ways of being of students and communities of color as equal to, but different from, the ways demanded and legitimated in school teaching and learning. Still, the goal here was to bridge toward the dominant with little attention to maintaining the heritage and community practices of students and families
This was during the time of Lau V. Nichols of 1974.
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Simply put, the goal of deficit approaches was to eradi-cate the linguistic, literate, and cultural practices many students of color brought from their homes and communities and to replace them with what were viewed as superior practices
This is a practice that I still see today. It breaks my heart that in some schools of color that are in need of "Turnaround" the approach to learning is that of a militant tactict. Breaking kids down and eradicating their cultural ways and learning in a line and order structure everyday. This is what RELAY expects.
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In the face of current policies and prac-tices that have the explicit goal of creating a monocultural and monolingual society,
This is very evident in our policies and practices. It is interesting that this is also obvious in our current curriculum development.
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what it means to make teaching and learning relevant and responsive to the languages, literacies, and cultural practices of students across categories of difference and (in)equality.
This is what I was referring to in class in relation to the the norms of today' s schooling and how it is not equitable to meet the needs of diverse learners.
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instructure-uploads.s3.amazonaws.com instructure-uploads.s3.amazonaws.com
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WatchIntroScreencast
This was very helpful. Thank you.
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variouseducationpolicies
I would like to do more analysis on some policies and how inequitable they are.
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