SCOOL SUSPENSION; BLOG # 125; APRIL 4, 2014

THE WEEKLY MESSAGE: 

In the USA, Black students, even preschoolers, are more likely than white students to be suspended from public schools. This trend is also a reality in Ontario schools that have sizeable black populations.

It has been well-documented that black children in elementary, middle and high schools are more likely than white kids to be disciplined. Recently, using data from Washington DC schools, the Education Department found that out of 1 million kids in public preschool in the 2011-2012 school year, 5,000 were suspended. While black children represented only 18% of the total enrolment, they make up almost half of the preschoolers suspended at least once.

Reports suggest that the pattern begins with kids as young as four years old. Advocates have complained that get-tough suspension and arrest policies by school administrators contribute to a "school-to-prison'' pipeline that snags minority students.

The Obama Administration wants schools to reduce suspensions, arguing they harm students' chances of success. New York City public schools do no suspend preschoolers. However, the report found a racial disparity in suspensions in the other grades in the city. Black children represent 28% of total enrolment in city schools but accounted for 54% of suspensions, according to the report.

ALFONZO PORTER >  He is a speaker, consultant, former teacher and school administrator.

For decades, as a teacher and school administrator, I have borne witness to troubling behavior on behalf of African American kids in schools. I advocated for even stricter discipline measures. The studies seemed to only confirm what many have known for years. The disrespectful, confrontational behaviour of our black students in school must be addressed.

Students’ strive to “out-Negro” other blacks in order to demonstrate that they are authentically black. To act out in school and reject opportunity somehow epitomizes what being black represents.

Our black students don’t even know how bad the problem has become. Yet, it is their overall behaviour and attitude toward learning that have been at the core of higher suspensions, expulsions and the much-hyped achievement gap that exists between black students and all other kids in public schools.

The fact is black students rank dead last in every academic measurement. Irrespective of the type of assessment, as a subgroup, our students routinely score significantly lower than others. The performance gap is real and is demonstrably clear in: 1) the Maryland High School Assessment 2) the Virginia Standards of Learning 3) the Washington DC’s comprehensive assessment or 4) the SAT or ACT measurements.

Most non-black educators may tell you privately that it is a dangerous minefield for teachers, principals and even school superintendents to inform black parents of academic, social or behavioral problems among their children. Inevitably, race becomes a factor in conversations surrounding black student behaviour and performance. Even African Americans teachers who dare to broach this subject invariably become a “sellout” or an “Uncle Tom.”

 

Following is an examination of whether the Ontario Safe Schools Act and Regulations and the school board policies on discipline, known by some as “zero tolerance” policies, are having a disproportionate impact on racial minority students and students with disabilities. Advocates of zero tolerance argue that the policies are colour blind and fair because all the students who commit the same offence will be treated the same. Opponents point to other jurisdictions where there is data showing that suspensions and expulsions have a disproportionate impact on Black and other racial minority students and students with disabilities.

Background

In Ontario, the first serious steps towards taking a zero tolerance approach to discipline matters in schools began in the mid-1990s. In late 1993, the Scarborough Board of Education adopted a Safe Schools Policy on Violence and Weapons. In the lead-up to the 1999 provincial election in Ontario, the Progressive Conservative Party platform promised a zero tolerance policy for bad behaviour in schools. The promise began to take shape in April 2000 when Education Minister Janet Ecker released a Code of Conduct for Ontario schools. One month later, the Minister introduced the Safe Schools Act, which proposed amending the Education Act to give force to the Code of Conduct and provide principals and teachers with more authority to suspend and expel students. The Act was passed by the legislature in June 2000 and came into effect in September 2001.

One relatively recent study, Racial and Ethnic Minority High School Students’ Perceptions of School Disciplinary Practices: A Look at Some Canadian Findings, examined the perceptions of differential treatment relating to school disciplinary practices by high school students in Toronto. The results found that racial minority students, particularly Black students, are much more likely than White students to perceive discrimination with respect to teacher treatment, school suspension practices, the use of police by school authorities, and police treatment at school. The general feeling is that discipline policies have always had a disproportionate impact on Black students, but the Act and “zero tolerance” policies have made the problem much worse, with significantly higher numbers of Black students being suspended and expelled. The perception of disproportionate impact also exists in other racial minority communities, including the Tamil, Aboriginal and Latino communities.

Discrimination?

Nearly all the interviewees identified discrimination – direct and systemic – as the main reason why the application of discipline in schools has a disproportionate impact on racial minority students and students with disabilities. There is a perception that students from certain racial groups, particularly Black, Tamil, Aboriginal and Latino students, are treated more harshly than other students in the application of discipline for the same offence.

I believe the problem is not due to discrimination. Rather it is one of cultural differences, irresponsible parenting, no standards of behaviour, a lack of suitable role models and  the inexorable existence of faulty perceptions. 

THE IMPORTANCE OF PARENTING AND HOME ENVIRONMENT.

A child becomes what he or she is taught and learns through experience: If children are taught acceptable Canadian behaviours, they will learn to adopt them.  If children live with hostility, they tend to solve problems by fighting. If children live with ridicule, they grow up without self-confidence.  If children live with shame at home, they learn to feel guilty. If children have solid parental role models, they will learn to emulate them and set goals.

If children are shown tolerance of others, they learn to be patient. If children live with encouragement and praise and taught to set goals, they become successful and learn to appreciate opportunities. If children are allowed to make free choices with accompanying consequences, they become responsible. If children live with fairness and generosity, they develop a love for justice.  If children feel secure at home, they learn to trust.  

If children live with honesty, acceptance, respect and friendship, they have a chance to find love in the world.

THE QUESTION: 

Is there a better way to deal with bad attitudes, uncooperative behaviours or disruptive behaviours than school suspensions?

THE QUOTE FOR THE WEEK:

"We've got to put a lot of money into changing behaviour"-BILL GATES

WART OF THE WEEK:

JESSE JACKSON FOR HIS INSISTENCE ON 'PLAYING THE RACE CARD'!

                      






A GOOD READ:
"Long Mile Home: Boston Under Attack, the City's Courageous Recovery, and the Epic Hunt for Justice" 

The alleged Boston Marathon bomber was brought down by an elite FBI agent who led "with firmness and humility" during the final moments of the manhunt. The hostage rescue team leader was reportedly key to taking charge of the intense situation which ended with the capture of Dzhokhar Tsarnaev, 20, alive.

CLIP OF THE WEEK: