Listening to Students to Disrupt the School to Prison Pipeline Pedro A. Noguera Graduate School of Education and Information Studies, UCLA

Schools Are Implicated in the Pipeline to Prison School failure contributes to delinquency Increased reliance on police has contributed to criminalization Drop outs and vulnerable youth more likely to end up in criminal justice system Schools continue to rely heavily on exclusion to discipline students Restorative practices are not a panacea Zero tolerance policies have contributed to the criminalization of youth

Understanding the race/class dynamics: Understanding the Nature of the Risks Facing Boys of Color Facts about black males of color in school More likely to be suspended or expelled More likely to drop-out More likely to be placed in special education More likely to be missing from honors, gifted and advanced placement More likely to be under-represented among school personnel (except as custodians, security guards and disciplinarians) Black girls 8 X more likely than white girls to be suspended

Key Question: What is there about the structure and culture of some schools that results in disproportionate rates of punitive discipline and school failure?

Hearing from the experts: Our students Do you feel safe in school? What makes you safe? Are there adults you can turn to if you’re faced with a dilemma? What are some things your school could do to better serve the needs of students and improve the school climate?

What We Know About Violence and Disorder in Schools Lack of strong relationships between adults and students is a contributing factor School shootings - No one knew there was a problem Perpetrators of rampage shootings - quiet, middle class, white, male, harassed by peers, easy access to weapons Inner-city and high poverty schools: incidents are often an extension of conflicts outside of school Related to threats in status and respect

Safety cannot be disconnected from the academic mission Safety is a by-product of social relationships, not advanced security Need to personalize learning environment Need to insure that “at-risk” students have adults designated to watch out for them Need to help students set goals for the future early Need to help students see the relevance and applicability of what they learn to “real life” concerns - career academies Student success more likely when: Students are challenged Receive guidance and have access to support Can explore interests and identity within a supportive structure

School rules and procedures often undermine purpose of education Schooling based upon a social contract of expectations - conformity in exchange for education What happens if contract is broken? Rules often unrelated to values - failure to engage the moral and ethical development of students The goal of discipline is to change behavior Rules are designed to create order and efficiency nt nurturing learning environments Grading and tardy policies Emphasis on controlling students often takes precedent over addressing student needs

Factors Contributing to Discipline Problems in Schools Size - Large schools experience greater degree of student alienation and disengagement Lack of focus on school culture – strains in race relations Anonymity and weak adult-student relationships Students in low track classes often lack motivation and have no concrete goals for the future Shortage of adults with moral authority

Toward a Solution: Creating Schools that Engage Students and Prevent Delinquency Safe and orderly schools are essential for teaching and learning Schools and classrooms that have difficulty maintaining order typically are characterized low levels of student achievement; The effort to address safety and order in schools can not be handled separately from the effort to improve the quality of schools Students who are most likely to experience academic difficulty are also more likely to violate school rules and norms; These also tend to be the “neediest” students Unmet needs often result in greater likelihood of punishment

David Banks – Founder of Eagle Academy

Engaged learners at Eagle

Extended Learning at Eagle Academy

Reactive vs. Preventative Discipline Practices Rely heavily on isolation and exclusion Engage parents after behavior problems are exhibited, not before Focus on behavior infractions while overlooking underlying causes Fail to respond to early indicators of serious behavior problems Preventative School values and norms are clearly articulated and actively reinforced Character development viewed as central to school mission Attempt is made to ascertain causes of behavior problems Interventions and punishments are designed to reinforce ethical behavior and reconnect students to learning Parents and community are partners

Alternative Discipline Strategies Extra work - in-school suspension, Saturday school Community service Compensation to victims Counseling Parental involvement Interaction with community agencies

Cultivate Agency: Influencing the choices that are made by youth Educate students about their history and culture - Paul Robeson Institute Implement problem posing curriculum focused on real challenges that cultivates critical thinking Provide opportunities for community service, activism and leadership development – Leadership Excellence Channel the energy, don’t crush it - Sports, music, art Teach students to understand their emotions and to deal constructively with the anger - Emotional intelligence

Demystify success Teach study skills Teach “codes of power” Provide samples of “good” work Provide students with opportunities to be involved in leadership and service activities Provide access to influential role models Discuss future plans early and expose students to options through internships and travel

Safe Schools are Nurturing Communities Parents work as partners with school personnel Students have a clear sense of their future Teachers have moral authority and close connection to kids Kids feel accountable and responsible for their behavior School culture affirms values and norms that promote civility, compassion and community