School To Prison Pipeline Schools

In March of 2013 7-year-old Anne Arundel was suspended for biting a Pop-Tart into the shape of a gun and then making shooting noises (Chasmar). Arundel was suspended for two days for threatening other students (Chasmar). This is only the beginning of a pipeline that is leading children into prison. The School-to-Prison Pipeline has made it to where students, mainly black and hispanic, are being punished harshly and punished by being expelled or sent to juvenile detention centers which eventually lead to prison.

Proponents of change have noted that the school to prison pipeline has been perpetrated by harsh discipline guidelines and policies placed in schools. Russell J. Skiba, Ph.D., a Professor in Counseling and Educational Psychology at Indiana University, defined Zero Tolerance policies as

The school-to-prison pipeline in the United States is a figure of speech used to describe the increasing patterns of interaction students have with the juvenile and adult criminal justice systems as a consequence of procedures used by many school systems. A specific procedure would be the zero tolerance policies and the use of officers in schools. Currently in today’s American schools many children of color are being unfairly judged and treated by the public school systems zero tolerance policies. Zero tolerance policies have been implemented in schools in the last 20 years that include inserting school resource officers in schools and cracking down on all behavior that any authority figure may deem as a form of bad behavior. The policy is based upon deterring future misbehavior and is central to the philosophy of zero tolerance, and the effect of any punishment on future behavior is what defines effective punishment (Skinner, 1953). Zero tolerance policies causes the school environment to feel more like a prison and ultimately leads to black and Latinos being judged and guided to the prison system. A zero-tolerance policy orders predetermined penalties or punishments for specific wrongdoings.

We’ve all seen it at least once. We’ve all passed by a middle or a high school and seen a police car on campus. Sometimes we even happen to see a teen in handcuffs getting detained. When you see things like this happen do you ever just stop and think whether students that are detained or incarcerated get the education they need? There are few experiences in the lives of children as critical as education. While all children learn directly and indirectly from their families, neighbors, and peers, formal education and school experiences provide the foundation and establish the trajectory for post-secondary education, employment, and wellbeing in adulthood. Historically, one group of students in the United States has received grossly inadequate education: children in juvenile correctional facilities. Little to nothing is known about educational programs in juvenile detention centers. Limited information is available on best practices for educating youth in the juvenile justice system whether committed or detained. Koyama cites that existing empirically based educational practices do not readily transfer to the unique environment of a secure setting or adequately address the intense needs of court-involved youth (ctd. in Koyama 36).

• This article examines the effects of enforcement polices in schools dealing with troubled youth. • Racial disparities in regards to discipline of students in schools. • Examines schools in different states • Disuses the collaboration between schools and law enforcement • Finds that there are detrimental effects of the school to prison pipeline • Explains the correlation between stringent discipline, or zero tolerance policies and juvenile delinquency

The ever-growing problem that is occurring in public schools around the country is the school to prison pipeline epidemic. The school to prison pipeline is a term used to describe how students are being pushed out of public school and into the criminal justice system. This epidemic is a result of the education system’s zero tolerance policy that enforces harsh punishments for misbehaving students. Although its goal was to eliminate misbehavior, studies have shown that the increased disciplinary actions have resulted in a modified school environment, police in school

Upon reviewing the literature that some scholars have already research, I have found Fader, Lockwood, Schall, and Stokes and some other authors that have researched something similar to my question, “How is School to Prison Pipeline affecting juveniles around the United States?”. In 2014, Fader wrote an article called A Promising Approach to Narrowing the School-to-Prison Pipeline: The WISE Arrest Diversion Program. In the article, it mentions how the school to prison pipeline came about and how hard it is for a student who enters the school to prison pipeline to get out of it, there’s a stigma to the kids once they have entered the pipeline. By having an afterschool program called WISE might help students enter the

The School to prison pipeline is a thing that affects black children and children with disabilities. The pipeline is a trend that leads children into the criminal justice system instead of college graduation. It grains children for prison, instead of grooming them to enter the workforce. In this paper I will explain 3 things, (African American students being affected,How it affects children underaged, and how children with disabilities are being affected too.) African American students are being affected in the School to Prison Pipeline because on one big reason on who they are.

What practices can educator, administrators, and policy-makers implement that will likely reduce disparities in the education and criminal systems?                         Methods The purpose of Wilson writing this article is because he wants to stop the school-to-prison pipeline system. “The article discusses the zero-tolerance practices of exclusionary discipline which contribute to school failure and push students into the justice system in the U.S” (49). According to wilson, inclusive school climates with restorative practices promote academic success.

Most students exposed to the school-to-prison-pipeline are minority, or students who have history of poverty, or students with disabilities. I believe there are other consequences for misbehaved students. The new “zero tolerance” policy criminalize minor infractions of school rules, while cops in schools lead to students being criminalized for behavior that should be handled inside the school. “For most students, the pipeline begins with the inadequate resources in public schools. Overcrowded classrooms, a lack of qualified teachers, and insufficient funding for “extras” such as counselors, special education services, and even textbooks, lock students into second-rate educational environments. This failure to meet educational needs increases

This study explores zero tolerance policies and school discipline to better understand its effect in to bring awareness to an issue that may help in dismantling this pipeline. Particularly looking at those school divisions within Virginia that have disciplined students by expelling them or placing them on long-term suspension, since these

In the 1980 's , there were "tough on crime" laws and "zero tolerance" programs that were enforced to for help foster a healthy education environment for children and adolescents; especially targeted to repeat offenders such as at-risk juveniles. As a result, we have learned that instilling laws such as No Child Left Behind and enforcing zero tolerance programs in school was too rigid and caused more issues than benefits for children, caretakers, and the school systems. If we analyzed this issue from parts of Bronfenbrenner 's ecological approach we can understand some problems in the relationships between the student, the caregiver, the educators and the law enforcers. In the micro system we can see how the direct connections between the student and the teacher are cold and strict. In many cases students were being forced to pass standardized testing and be well mannered at all times or they were punished. Punishments that were sometimes cruel and unnecessary: detention, and in/out of school suspensions. These types of connections between them can cause issues with trust, respect, and desire to learn from their caregivers. In many cases students, especially from low socioeconomic statuses, were being forced to pass standardized testing and be well mannered at all times or they were punished, enforcers never took into consideration other emotional, biological or

Although zero tolerance policies possess a strong relationship with mass incarceration, many students benefit from disruptive student’s removal from class as they are able to learn without

The school-to-prison pipeline is exactly how it sounds it is a system that pushes students out of classrooms and into jail.

I learned so much from working on this project. To begin, I learned the history behind why zero tolerance school policies exist. These strict policies were created in response to the Columbine shooting. Essentially, they remove situational discretion from school officials and institute mandated minimum penalties that often include police involvement for drug, weapon, and violence offenses on school grounds. I now have a better understanding about how these policies work well for students who are not at all inclined to be a threat, but have little influence over students who want to bring great harm to others. I also learned in what ways zero tolerance policies effect students lives. These policies lead to increased rates of school dropout, discriminatory application of school discipline practices, and fuel the school-to-prison-pipeline. In addition, they reinforce students’ identities as “problem students” and limits student opportunity to learn. The factors that promote this are suspension, expulsion, citations, and arrests used to handle