SPOTLIGHT ON SCHOOL DISCIPLINE The winter edition of the AFT's American Educator magazine shines a spotlight on the issue of harsh,
discriminatory school discipline policies and the role that teachers can play in demanding and creating positive alternatives that support students.
Not exact matches
«The union's rejection of this resolution - which called for more black teachers in
schools, an end to
discriminatory discipline policies and more diversity in the curriculum — only impedes the
school system's progress towards racial justice,» they wrote.
The departments, citing the Civil Rights Act of 1964, gave the
school districts «guidance on how to identify, avoid, and remedy
discriminatory discipline,» telling them they risked legal action if
school disciplinary
policies had «a disparate impact, i.e., a disproportionate and unjustified effect on students of a particular race.»
The Office for Civil Rights at the U.S. Department of Education has reached a settlement agreement with the Milwaukee Public
Schools over a complaint filed regarding
discriminatory use of
school discipline policy.
That 2014 civil rights guidance — jointly issued by the U.S. Departments of Education and Justice — put
schools on notice that they may be found in violation of federal civil rights laws if they enforce intentially
discriminatory rules or if their
policies lead to disproportionately higher rates of
discipline for students in one racial group, even if those
policies were written without
discriminatory intent.
The guidance told
school districts that
discipline policies could be found in violation of federal civil rights law based on
discriminatory effects, even if the
policies are neutral on their face.
Also, just as with the charter
schools in Bridgeport, charter
schools institute unfair and
discriminatory discipline policies designed to force out children who require additional services and attention.
Supporters of the guidance welcome US ED taking a closer look at the potentially
discriminatory impact of
school discipline policies on students of color and / or on students with disabilities.
Equipping
school officials with an array of tools to support positive student behavior — thereby providing a range of options to prevent and address misconduct — will both promote safety and avoid the use of
discipline policies that are
discriminatory or inappropriate.
[68] The substantive elements of the termination that the Board found unreasonable included: the principal ordering Mr. Dorval to use codes given the evidence that
policy (of RSCHS and Edmonton Public
School Board) supported involvement of teachers» professional judgment and consultation; the order being simply announced with little or no consultation; questions or concerns being ignored; little or no communication to students and parents about the codes or their enactment; the failure of the principal and the appellant to respect the professional rights and duties of the teacher regarding assessment of his students; and the
discriminatory singling out of Mr. Dorval for
discipline when other teachers who also challenged and refused to follow the principal's order were not
disciplined.
High
school students and parents of color began to document the increasing use of a get - tough approach to
discipline in
schools and coined the phrase «
school - to - prison pipeline» to describe the cycle of harsh
discipline and justice system involvement that they saw.8 These activists were soon joined by a small group of academics and civil rights advocates, who produced and disseminated research on the racially
discriminatory impact of zero - tolerance
school disciplinary
policies on children.9