School Suspension Paper

(d) The study found that being suspended in the 9th grade is common, impacting more than 1 in 4 students, and that suspension in the 9th grade significantly negatively affects students’ high school and post-secondary outcomes. Suspension rates and number of days suspended are disproportionately higher amongst poor, black and special education students.

The majority opinion says that the schools did not have the right to suspend the students

lly understand the reasons for my suspension due to inefficient academic progress. During my time attending APSU, I had the burden of solely operating a small business. It was during the first quarter of 2011 when new contracts arose for the business, I experienced a dramatic increase in work. My priorities and responsibilities as a student eroded as my obligations for the business expended. My past attendance at APSU did not show my strengths as a student. I would like to ask for reconsideration for

Out of school suspensions (OSS) are often enforced with the assumption that students receiving the suspension are less likely to repeat the problem behavior in the future. However, this has been proven to be false. Suspending a student for engaging in a certain behavior does not in fact serve as a deterrent from the behavior but as a deterrent from attending school instead. In actuality, receiving just a single suspension can increase the probability of a student experiencing academic failure, school dropout, and involvement in the juvenile justice system. Knowing this, some educators still believe that for many students, suspension can serve as an effective lesson. One of the greatest concerns that educators and administrators face is the matter of classroom management. It is part of their job to ensure a safe, productive and supportive classroom allowing students to learn and grow to their greatest potential. Though there are several strategies gauged towards managing a classroom, the most severe offences often lead to either in or out of school suspension. Some of the largest concerns faced with out of school suspensions is that they are often ineptly applied, used unfairly against students of color and seemingly ineffective at producing better behavior. Also known as exclusionary discipline, the majority of offenses that led to OSS have not been centered around violence but instead emphasised issues of classroom insubordination and defiance. In some rather extreme cases

He could say whatever he wanted and that would be protected. But the school could also punish him how they saw fit. They also ruled that his due process rights had not been violated because he had no way of knowing whether or not he would be getting in trouble for his actions due to the school's code of conduct not needing to be as detailed as a criminal code of conduct. I believe that in this instance they made the right decision due to the fact that their reasoning makes sense. The first amendment gives citizens the right to say what they wish and have any opinion that they wish. It does not say that it will protect us from the punishments we may receive by voicing these opinions in an inappropriate way. As for his due process rights, he really had no way of knowing what course the school would take in punishing him, therefore no due process rights could be applied because the code of conduct at the school was not detailed enough for it to work in that

The suspensions without hearing violate the students' Due Process rights guaranteed by the Fourteenth Amendment. The due process clause of the fourteen amendment provides procedural protections, such as notice and a hearing before termination of entitlements.

They are given complete discretion on how they want to implement rules in their district. School safety is one of the main reasons for adopting a zero tolerance of violence policy and educational leaders are focused on handling these types of situations with safety in mind. Moreover, this was the basis for which the nine students were punished. Regardless of the reasons students become involved in negative situations, they may be held responsible and face the consequences of their actions. That is, students may still be disciplined in spite of their motives. In this regard, the zero tolerance of violence policy does not preclude making decisions about student intent and motivation of individual students. Conversely, students are allowed their due process rights, where they are able to dispute any accusations or problems they have with the decisions made against

This case involved a 17 year old student that was elgiable for the IDEA services at the school. The student explosively responded to the taunts of a peer by choking the student and then kicking out a school window as he was escorted to the principal’s office. Doe was suspended for 5 days. On the fifth day of Doe’s suspension, the San Francisco Unified School District (SFUSD) Student Placement Committee notified his mother that it was recommending his expulsion and that his suspension would continue indefinitely until the expulsion proceedings were complete. (Steketee, n.d.) The mother disagreed with this ruling and pressed further. The courts later granted the student a preliminary injunction, the trial court entered a permanent injunction

In 1974, Dwight Lopez and eight students were suspended for 10 days on behalf of destroying school property and disrupting the learning environment at Central High School in Columbus, Ohio. Lopez testified he was a bystander and he was innocent. In addition, Lopez testified approximately 75 other students were suspended as well. Lopez claimed his suspension without a hearing violated his Fourteenth Amendment right to due process. During this action, the principals did not perform hearings for none of the affected students before ordering the suspensions. Due to the students not given a hearing, the principals’ actions were challenged and a class-action suit was filed asking for declaratory and injunctive

Perform a search in the University Library databases and locate four school-related court cases (with outcomes decided), two which involve educators as defendants and two which involve students as defendants. Fill in the table below. When you give your informed opinion, state and discuss whether you agree or disagree with the outcome. Base your opinion on legal and ethical standards as discussed in Ch. 9 of the text. If you do not agree with the outcome, explain what would have been just. Base your explanation upon the rights and responsibilities of those involved. Cite your sources in APA format below the table.

In addition, we used the 2015 Florida School Laws book and the Florida State Statutes to review the K-20 Education Code. The major topics of the summary paper were bullying, due process, and FERPA. To complete the summary, I read through many legal documents, such as the Duval County School Board Policy Manual Chapter 10, Duval County Code of Conduct, Fla. Stat. §1006, §1002, §1003, and the U. S. Constitution. According to the state statutes, every school district must have a student code of conduct that includes a bullying and harassment policy. This document provides the foundation for student expectations and responsibilities at school, school-related activities, and situations that affect school culture. The state statutes specify the responsibilities and obligations of teachers regarding supervision and discipline of students. Teachers must make all decisions in the best interest of students in academics and safety. Due process of law and equality are guaranteed in the Fourteenth Amendment and forbid the basic rights of life, liberty, and property from being unfairly taken away. Substantive due process refers to government guidelines and rules that deny students of their fundamental rights. Procedural due process is a way of making sure the school system provides fair and appropriate measures to

In this paper I will address a due process rights afforded to a student in a scenario presented by The American College of Education. I will explain the substantive and procedural due process rights as they relate to student discipline in the situation. I will give concepts, and examples relating to freedom of speech and privacy. I will address the IEP educational rights as I understand it within the scope of California and the federal IDEA legislation.

Petitioner does not allege that the Respondent made a change in his educational placement based upon a violation of a code of student conduct or that he disagrees with a manifestation determination. To the contrary, Petitioner is seeking as his sole request for relief a “Law suit (sic) on Beaumont Independent School District for allowing my son JaCorian to stay in a (sic) abusive classroom where he was assaulted.” Petitioner is not disagreeing with a change in placement based on discipline that would entitle Petitioner to receive an expedited due process hearing. Petitioner is disagreeing with the teacher assigned to his classroom. Since the Petitioner did not allege facts that constitute a disciplinary change of placement and thus that the mandatory provisions of Section 1415(k)(4)(B) for an expedited due process hearing do not

Student behavior and discipline in the classroom have been impacted by legislation and litigation as was discussed in an article written by Mitchell Yell and Michael Rozalski, The Impact of Legislation and Litigation on Disciple and Student Behavior in the Classroom. The authors believe that all students should receive their education in safe, orderly, and well-disciplined schools but maintaining these environments has become a major challenge for educators (Yell, M & Rozalski, M, 2008). Most states have laws that govern discipline in schools which also protect the rights of students in public education (Yell, et.al, 2008). These state laws control the actions of school officials when they carry out certain discipline-related functions, such as gathering evidence (e.g., searching students, their lockers, or their personal property), seizing contraband from students’ backpacks, or conducting any administrative actions that restrict a student’s property interest to attend school (e.g., suspension, expulsion) (Yell, et.al, 2008). A student’s entitlement under state law to a public education is

In the case of Goss v. Lopez, 419 U.S. 565 (1975), the plaintiffs Dwright Lopez, Carl Smith and Betty Crome from Columbus, Ohio were suspended from Central High School and McGuffey Junior High School for ten days without a hearing. There were nine students including Lopez, Smith and Crome came together and claimed they were innocent, they denied any misconduct and went to Southern Ohio District Court. They argued that that the school violated their Fourteenth Amendment rights to due process (hearing). The due process law is related to the Fourteenth Amendment meaning that each person has ledge rights to have a fair notice and opportunity to be heard before any processing. At the time