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New federal school discipline guidance addresses discrimination, suspensions

by Evie Blad for Education Week

Leaders of the U.S. Departments of Education and Justice have issued new guidance on how school leaders can ensure that discipline polices are drafted and applied in a manner that does not discriminate against racial or ethnic groups.

Leaders should also seek alternatives to "exclusionary" penalties like suspension and expulsion that rob students of valuable classroom time, often for nonviolent offenses, said U. S. Attorney General Eric Holder and U.S. Secretary of Education Arne Duncan, who were scheduled to discuss the guidance at an event this morning at Frederick Douglass High School in Baltimore.

The new guidance clarifies how districts can meet their obligations under Title IV and Title VI of the federal Civil Rights Act of 1964, which relate to fair and nondiscriminatory treatment among schools and recipients of federal aid.

Intent and application

Schools would violate the laws if they draft policies that unfairly target specific student groups in word or in application, the guidance says. An example would be a dress code rule that targets a kind of clothing that school officials associate with a particular racial group without a legitimate educational justification for doing so.

Disciplinary policies, even those drafted without discriminatory intent, may also violate the federal laws if students from certain racial groups are disproportionately affected by them, an effect commonly known as "disparate impact," the guidance says. If students of one race are sanctioned at disproportionately higher rates under a given policy, educators should be prepared to demonstrate that the disciplinary measure is "necessary to meet an important educational goal" and that they have considered alternatives, the document says.

The guidance results from the work of the Supportive School Discipline Initiative, a collaboration that the two federal agencies launched in 2011 to address what's known as the "school-to-prison pipeline," the term critics use for policies that they say result in unnecessary and inappropriate referrals from schools to the criminal justice system. Advocates for school discipline reform have argued that such policies disproportionately impact minority racial and ethnic groups.

"A routine school disciplinary infraction should land a student in the principal's office, not in a police precinct," Holder said in a written statement. "This guidance will promote fair and effective disciplinary practices that will make schools safe, supportive, and inclusive for all students. By ensuring federal civil rights protections, offering alternatives to exclusionary discipline and providing useful information to school resource officers, we can keep America's young people safe and on the right path."

The centerpiece of the materials that the federal departments released Wednesday is the guidance letter that outlines schools' obligations to fair and nondiscriminatory discipline under the Civil Rights Act and details what investigators would use to determine whether a complaint of discriminatory discipline practice is valid. The agencies also released a directory of federal school climate and discipline resources, an online catalog of state-level school discipline laws and regulations, and a guide of "best practices" for policymakers and district leaders who seek to improve their policies.

The materials include snapshots of data related to how disciplinary measures affect certain racial groups:

"The Civil Rights Data Collection conducted by the [Education Department's Office of Civil Rights] has demonstrated that students of certain racial or ethnic groups tend to be disciplined more than their peers. Although African-American students represent 15 percent of students in the [data], they make up 35 percent of students suspended once, 44 percent of those suspended more than once, and 36 percent of students expelled. Further, over 50 percent of students who were involved in school-related arrests or referred to law enforcement are Hispanic or African-American.

The Departments recognize that disparities in student discipline rates in a school or district may be caused by a range of factors. However, research suggests that the substantial racial disparities of the kind reflected in the [civil rights] data are not explained by more frequent or more serious misbehavior by students of color."

The guidance recommends a focus on positive environments and prevention efforts; clear, appropriate, and consistent expectations and consequences; and continuous efforts to ensure equity.

Investigations

The agencies also assured educators Wednesday that they would continue to investigate allegations of Title IV and Title VI violations triggered by complaints from parents, students, and community members, and that they may also initiate investigations as part of regular compliance monitoring activities.

Examples included in the guidance demonstrated that there are times when schools may be justified in offering different punishments for two students who appear "similarly situated" apart from their race. For example, a Hispanic student who fought with a non-Hispanic peer may receive a harsher discipline if he or she threatens school leaders when they try to disrupt the fight.

But districts are also responsible for ensuring that fairly written rules are applied in a fair manner, the guidance says. For example, a district may violate the civil rights rules if it disproportionately suspends black students for "acting in a threatening manner" when white students engaging in comparable conduct, such as talking loudly in the hallway during class time or talking back to an adult, are flagged for offenses, such as "classroom disruption," that come with lighter punishments. That can be the case when the school's policies lack "a clear definition of the prohibited conduct" that can be fairly applied by all school officials, the guidance says.

"In addition to establishing a system for monitoring all disciplinary referrals, the school should have a system in place to ensure that staff who have the authority to refer students for discipline are properly trained to administer student discipline in a nondiscriminatory manner."

Schools found in violation of Title IV or Title VI will be subject to schoolwide or districtwide remedies, which could include correcting the records of students deemed to be unfairly punished, revising discipline policies, providing training for school personnel, and conducting an annual comprehensive review of school discipline practices.

National school groups and advocates for changes to school discipline policies have anticipated the new guidance all week. I will update later with their reactions.


This is a reprint of an article that originally appeared at Education Week.

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Comments (3)

Submitted by g (not verified) on January 8, 2014 7:00 pm
Disruptive BEHAVIOR (even when not violent) usually robs other ALSO MINORITY children of THEIR education. When will all of these non-educators understand that ALL children-not just the badly behaved ones- are entitled to a full education? This means an education free of (the ROBBERY)of the stolen time and instruction. All well-behaved children regardless of income-color-religion- IQ-or zip code should be granted disruption-free education in a peaceful,calm environment. Yes-most disruptive or violent children are that way through no fault of their own, but their needs should be addressed in a different setting- in a different location-by the school district with intensive help from child welfare agencies, etc..I suspect that if one of these bleeding-heart groups were to conduct a poll of the parents of well-behaved-minority children-they would more than agree with me about the right s of THEIR children.
Submitted by Annony but Known (not verified) on January 9, 2014 3:27 am
"Their children" are not in neighborhood public schools. I'd love to see what would happen if they or their children were harassed, bullied and threatened. Families flee neighborhood schools - especially high schools - because of the constantly struggle to maintain order and a semblance of learning. The concentration of the most difficult students in neighborhood high schools is the elephant in the room. Hite/SRC/Gleason/etc. won't talk about it - they will just threaten and mock the teachers who try to work in the most difficult circumstances while praising what happens at Masterman, SLA and Central...
Submitted by russ (not verified) on January 9, 2014 11:22 am
I walked away from a math teaching position in Roswell, NM and never returned to the classroom. The reason: No backing from the School Board, Principal in my attempts to maintain a good learning environment in the classroom. Total chaos is an apt description. When the message finally gets home, that an education is a priviledge to be earned, and not a right to be abused, then our public schools will make a dramatic improvement.

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