School To Prison Pipeline Essay

• 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

I agree with the concept that schools should provide and nurturing and structured environment for students. However, the zero-tolerance policies implemented in the school system tend to channel African-American students into the school-to-prison-pipeline. The girls that are viewed as “ghetto” and “ignorant” are disgraced with each office referral and suspension. To find solutions to this problem the educational system has to recognize there is a problem. The suspension rate of African-American girls is ignored because we have assumed they don’t face the same challenges as boys. When we look at out at risk youth, it should be from the standpoint of finding resources to correct the problem regardless of their gender. The stakeholders that

THE EFFECTS OF SCHOOL-TO-PRISON PIPELINE AND HOW IT CAN BE STOPPED: A CASE OF TEXAS STATE

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

In recent years, public schools have been accused of participating in the school to prison pipeline. The school to prison pipeline refers to the growing incarceration of youths, resulting from the zero tolerance policies implemented in schools. Therefore, I decided to do my research based on the school to prison pipeline to understand what these accusations mean and their consequences. My research will be divided into three main categories; what is it and how the pipeline became common practice, how it affects the United States, and some solutions to the problem. So far, my claim is that the public schools unintentionally started to connect more students with the judicial system because of growing concern over crime. But when it became known

The School-to-Prison Pipeline is a “national trend wherein children are funneled out of public schools and into the juvenile and criminal justice systems” (“School-to-Prison Pipeline”). This phenomenon brings children into the juvenile justice system at a very young age. An article published in the journal Urban Education explains that, “The school-to-prison pipeline contributes to the atmosphere of increased surveillance of schools including police presence in schools, zero-tolerance policies, physical restraint tactics, and automatic consequence policies, resulting in suspensions from school” (Martin, Beese 2015). By increasing police presence in schools, children are more likely to be searched, questioned, or targeted by police than they would be without police present. And as a result, “children are far more likely to be subject to school-based arrests—the majority of which are for nonviolent offenses, such as disruptive behavior—than they were a generation ago” (“School-to-Prison Pipeline”). For example, if a child was misbehaving in class in a school that had a police presence, they could possibly get arrested and sent to prison. But if a child was acting the same way in a school that did not have any police presence, they would not be arrested. Police would most likely be present in a school in an urban environment or poor neighborhood because more crime occurs in urban and poor places, so in theory, by placing police in schools, they would be preventing any crimes

In a news article by The Kansan, writer Jade Hudson Newson reports the correlation between high incarceration rates and discipline in high schools. Faculty member at Bethel College Gary Flory discusses the “School-to-Prison Pipeline” and the correlation between education and prison. Flory shares information about the inmates and what level of education they have and found that a majority of inmates did not have a high school diploma nor a GED. However; Flory makes sure to mention that it is not the lack of education that lands people in prison, but how they were punished in high school. Flory makes the connection that students who we suspended multiple times or expelled were more likely to drop out of high school.

School to prison pipeline is an upcoming challenge for today's schools on deciding what the punishment should be for students. “a disturbing national trend wherein children are funneled out of public schools and into the juvenile and criminal justice systems.”Daniel J. Losen & Gary Orfield eds., 2002)

Students with EBD have the poorest outcomes compared to their typical peers and other students with disabilities (Kauffman & Landrum, 2012; Wagner & Cameto, 2004; Villarreal, 2015). These students have low academic achievement in school that directly affects their life outcomes. Several dropout of school and others end up in the juvenile system (Kauffman & Landrum, 2012; Wagner & Cameto, 2004). Research has indicated the school to prison pipeline is a trend with students identified with EBD due to the lack of engagement in school, poor relationships, and high suspension rate (Tobin & Vincent, 2011; Wagner & Cameto, 2004). Due to the poor relationships students with EBD develop with peers and teachers directly effects their outcomes (Kauffman

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.

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

The school pipeline is people encourage police presence at schools, harsh tactics including physical restraint, and automatic punishments that result in suspensions and out-of-class time are huge contributors to the pipeline, but the problem is more complex than that. According to Elias, schools are a pipeline to prison. In Jefferson Parish, La., according to a U.S. Department of Justice complaint, school officials have given armed police “unfettered authority to stop, frisk, detain, question, search and arrest schoolchildren on and off school grounds.” In fact, hundreds of school districts across the country employ discipline policies that push students out of the classroom and into the criminal justice system at alarming rates. Many of the

“Tomorrow 's future is in the hands of the youth of today” is not a particularly new sentiment. But what is new, what has become a pressing question, is what is to become of the future if our youth are behind bars instead of in schools? Youth today are being pushed into the criminal justice system at an alarming rate. This issue is known as the school to prison pipeline ─ the rapid rate at which children are pushed out of schools and into the criminal justice system. The school to prison pipeline is a term that came into use by activists in the late 1970’s and has gained recognition throughout the years as the issue became more prominent in the 1990’s. Some activists view policies meant to “correct” misbehaviors, especially in regards to Zero Tolerance policies and the policing of schools, as a major contributor to the pipeline. Others believe that the funding of schools and the education standards are to blame for the rapid increase of youth incarcerations. While the school to prison pipeline affects every student, African American students, both male and female, are more often the victim of discrimination in education. The school to prison pipeline must end, and the trend must be reversed.

Most states grant broad discretion to school districts and schools to create their own discipline codes and decide what offenses are subject to discipline. Consequently, policies may vary from state to state and even from school to school. The nation’s political atmosphere may also impact what rules and regulations schools choose to develop and enforce. Additionally, studies show that too frequently justice system involvement—and particularly secure confinement—increases recidivism and heightens the chance that a youth will drop out or be pushed out of school (Feierman, 2013).

For reasons unknown, some students simply cannot or choose not to behave during class. Caroleo opens her article, “An Examination of the Risks and Benefits of Alternative Education”, with the claim, “One size education does not fit for all children and youth” (35). It is true that blanket instruction does not work for most at-risk students. A specialized educational setting results in an increase in supervision and guidance. Specialized settings lower the possibility of frequent outbursts; therefore, placement into a smaller class would benefit the disruptive student. In most alternative classrooms, the student-teacher ratio is low. In a local alternative school hosted by New Brockton High School, the class roster rarely reaches above ten students. Smaller settings allow teachers the chance to minimize down time and focus on individuals. Increased one on one time allows students to find more productive outlets for their excess energy. In addition to being beneficial for the troublesome student, alternative schooling would allow other members of the class a productive environment in which to learn. Students’ outbursts are detrimental to not only the other students’ education but also the education of the delinquent as well. Placement into an alternative school will allow typical students to attend class uninterrupted and encourage the cause of distraction to focus on continuing their education. If the disruptive student is removed from the classroom, then it is likely that all students’ grades will flourish accordingly in the now positive