Removal, Isolation, and Discipline in Texas Schools PDF Download

Author: Jessica L. Dunning-Lozano
Publisher:
ISBN:
Category :
Languages : en
Pages : 480

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Book Description
This dissertation investigates the school-level impact of punitive zero-tolerance education policies through an ethnographic study of the daily practices in place at a 6th - 12th grade Disciplinary Alternative Education Program (DAEP) in Texas. This is the first ethnography of a public DAEP in Texas, a product of zero-tolerance policy designed to punish and secondly to educate. The analysis draws from a rich set of data consisting of 27 months of participant observations, 12 of these months as a substitute teacher, 90 in-depth interviews with program staff, students, parents, student survey, and an archive of student disciplinary documents. The study addresses four research questions: 1) How does the penetration of the carceral arm of the criminal justice system into public schools affect the quality of education? 2) How is discipline accomplished in this program, specifically, what are its forms, how does it vary, what is the extent of its operation, and what are its effects? 3) How does this experience vary by race, gender, class, and citizenship status? And 4) How do these disciplinary practices impact teachers, students, and families? DAEPs have little state over site, a dropout rate five times higher than mainstream schools in Texas, and have become a more common academic transition point for boys, Latinos, black, and low-income youth. This in-depth study of a DAEP offers a nuanced understanding of the form, effects, variation, and extension of discipline within and beyond the program's bounds, and contributes to our understanding of the micro-effects of punitive school policies on children, their families, and school authorities. Additionally, it examines one way the punitive state exerts discipline over marginalized youth populations through disciplinary school practices. Lastly, the dissertation provides the knowledge needed to improve the educational experiences of the most vulnerable youth populations.

Author: Troy Laine Pitsch
Publisher:
ISBN:
Category :
Languages : en
Pages : 378

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Book Description
African American students are being excluded from the classroom in public schools at rates disproportionately higher than other student subgroups. This is being done by campus administrators using a practice known as ‘Discretionary Removal’ which allows them to remove students for disciplinary purposes. These removals are damaging to student learning and achievement, and further widen the learning gap between African American students and other races. Additionally, they have been shown to contribute to additional involvement in school disciplinary processes, an increased risk of dropping out, incarceration, and limited economic opportunity for large numbers of African Americans. In Texas public schools the implementation of certain provisions of Texas Education Code Chapter 37, namely the use of discretionary removal as a disciplinary consequence, has impacted students unequally for decades depending on their race. Current rates of removal for African American students in Texas are two-and-a-half times greater on average than any other student group. This disproportionality has been amplified by increased rates of discretionary removal overall among Texas public schools, adding yet another dimension to this complex issue. This qualitative case study attempts to demonstrate that the policies designed to help manage student behavior are not race-neutral, because the processes used to implement them are relatively arbitrary, responsive to student race and, therefore, inequitable. The value of this study lies in the interrogation of a subjective power that is widely used by school officials in Texas more often against Black students, with the assumption that schools are better when students who violate the code of conduct are removed. As we continue to develop an understanding about the racial gap in student discipline and the negative impact of student suspensions, it is imperative to evaluate the processes that drive decisions by school administrators to punish some students more harshly than others.

Author: Elizabeth T. Gershoff
Publisher: Springer
ISBN: 3319148184
Category : Psychology
Languages : en
Pages : 125

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Book Description
This Brief reviews the past, present, and future use of school corporal punishment in the United States, a practice that remains legal in 19 states as it is constitutionally permitted according to the U.S. Supreme Court. As a result of school corporal punishment, nearly 200,000 children are paddled in schools each year. Most Americans are unaware of this fact or the physical injuries sustained by countless school children who are hit with objects by school personnel in the name of discipline. Therefore, Corporal Punishment in U.S. Public Schools begins by summarizing the legal basis for school corporal punishment and trends in Americans’ attitudes about it. It then presents trends in the use of school corporal punishment in the United States over time to establish its past and current prevalence. It then discusses what is known about the effects of school corporal punishment on children, though with so little research on this topic, much of the relevant literature is focused on parents’ use of corporal punishment with their children. It also provides results from a policy analysis that examines the effect of state-level school corporal punishment bans on trends in juvenile crime. It concludes by discussing potential legal, policy, and advocacy avenues for abolition of school corporal punishment at the state and federal levels as well as summarizing how school corporal punishment is being used and what its potential implications are for thousands of individual students and for the society at large. As school corporal punishment becomes more and more regulated at the state level, Corporal Punishment in U.S. Public Schools serves an essential guide for policymakers and advocates across the country as well as for researchers, scientist-practitioners, and graduate students.

Author: Jim Walsh
Publisher: University of Texas Press
ISBN: 0292760868
Category : Law
Languages : en
Pages : 502

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Book Description
Much has changed in the area of school law since the first edition of The Educator's Guide was published in 1986. Successive editions grew incrementally longer to keep abreast of legal developments. In this new eighth edition, the authors have streamlined the discussion by pruning older material and weaving in new developments. The result is an authoritative source on all major dimensions of Texas school law that is both well integrated and easy to read. Intended for Texas school personnel, school board members, interested attorneys, and taxpayers, the eighth edition explains what the law is and what the implications are for effective school operations. It is designed to help professional educators avoid expensive and time consuming lawsuits by taking effective preventive action. It is an especially valuable resource for school law courses and staff development sessions. The eighth edition begins with a review of the legal structure of the Texas school system. As Chapter 1 notes, education law is a complex interweaving of state and federal constitutional, statutory, administrative, and judicial law. It is important to understand the nature of the system before reading other sections. Successive chapters address attendance and the instructional program, the education of children with special needs, employment and personnel, expression and associational rights, the role of religion in public schools, student discipline, open meetings and records, privacy, search and seizure, and legal liability under both federal and Texas law. In addition to state law, the book addresses the role of the federal government in school operation through such major federal legislation as the Americans with Disabilities Act, the Individuals with Disabilities Education Act, and the Family Educational Rights and Privacy Act. Statute and case references are kept as simple as possible, and a complete index of case citations is included for those readers who wish to consult the cases themselves. The appendices describe how case law is reported and where to find it, along with a glossary of legal terms and a listing of other sources on Texas school law.

Author: Daniel J. Losen
Publisher: Teachers College Press
ISBN: 0807773492
Category : Education
Languages : en
Pages : 286

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Book Description
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

Author: Augustina H. Reyes
Publisher: R & L Education
ISBN:
Category : Education
Languages : en
Pages : 160

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Book Description
Fifty years after Brown v. Board of Education, inequalities in public education are evident in the number of Black and Latino students who are held back, fail to graduate from high school, or have been removed from school by unforgiving zero-tolerance discipline policies. Augustina H. Reyes contends that when ineffective zero-tolerance discipline policies disproportionately remove minority and low-income students from schools, the very roots of a democracy are threatened. It is important for educators to understand the effects of zero-tolerance discipline policies on low-income students, at-risk students, special education students, and students of color. It is equally important that educators critically investigate the effects of zero-tolerance discipline policies, re-evaluate the use of these policies in public schools. Discipline, Achievement, and Race offers a comprehensive analysis of policy and practice and recommends solutions to the exclusionary discipline policies of zero tolerance. It will be of interest to teachers, principals and assistant, principals, counselors, and concerned parents. Book jacket.

Author: Christopher David DeLosSantos
Publisher:
ISBN:
Category :
Languages : en
Pages : 58

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Book Description
The discipline models employed in U.S. schools tend to swing back and forth like a slow pendulum. Following the tragic shootings at Columbine in 1999, districts around the U.S. began to employ policies now known as zero tolerance. By the middle of the 2000s decade, Texas school districts and state legislators — progressive and conservative alike — realized that zero tolerance no longer worked. Together, lawmakers, regional education service centers and school districts began to roll back zero tolerance. Gradually, educators implemented aa variety of supportive discipline methods across the state. By the time of the 2014 Federal letter from the civil rights offices in the Education and Justice Departments, Texas schools had already made great headway in reducing exclusionary discipline while simultaneously improving student behavior. Texas can be a model for other states. This is a 6800 word piece of longform journalism, written to be suitable for publication in a magazine such as Texas Monthly or The New Yorker

Author: Frank R. Kemerer
Publisher:
ISBN:
Category : Biography & Autobiography
Languages : en
Pages : 400

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Book Description
This book is intended for all Texas school personnel--superintendents, principals, teachers, supervisors, counselors, and coaches--as well as school board members and school law attorneys. The authors endeavor to explain in lay language what the law is and what the implications are for effective school operation.

Author: Gaye Lang
Publisher:
ISBN: 9780985252786
Category :
Languages : en
Pages :

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Book Description
This book on Restorative Discipline Practices (RDP) will provide anecdotes and process stories by authors from diverse backgrounds including: classroom teachers, school administrators, campus coordinators, juvenile justice officials, community leaders and university professors.It will be an inspiration and reference for educators as they begin or continue to implement RDP in the schools.

Author: United States. Congress. House. Committee on the Judiciary. Subcommittee on Courts and Intellectual Property
Publisher:
ISBN:
Category : Government publications
Languages : en
Pages : 112

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Book Description