Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Deep(er) Trouble: A critical perspective on school discipline, punishment, and policy creation in the age of neo-conservatism
Transcript of Deep(er) Trouble: A critical perspective on school discipline, punishment, and policy creation in the age of neo-conservatism
concepts for thinking 'deeply' about school discipine policies Decoteau J. Irby
University of Wisconsin-Milwaukee
email@example.com San Francisco Unified School District
The Student and Parent/Guardian Handbook states that the district “recognizes the serious potential consequences for youth of juvenile court involvement and wishes to avoid unnecessary criminalization of our students.” The policy limits police involvement to situations when it is: necessary to protect the physical safety of students and staff; required by law; or appropriate to address criminal behavior of persons other than students. The policy states explicitly that “[p]olice involvement should not be requested in a situation that can be safely and appropriately handled by the District’s internal disciplinary procedures” and that “[d]isproportionate use of police intervention in inappropriate situations shall be cause for corrective action by the District.” Oakland Unified - Based on January 2011 data:
* About 27 percent of Oakland’s black males showed proficiency in English language arts in 2010, compared to 31 percent of all black students, 80 percent of white males and the districtwide average of 41 percent.
* About 30 percent tested proficient in math, about the same as the overall proficiency rate for all African American students, but lower than the average for white males (77 percent) and the district average (44 percent).
* One in every five of the district’s black male students missed more than 18 days of school last year, making them chronically truant. The district’s overall absenteeism rate is also a concern, with 12 percent of students missing that many days.
* The suspension rate for black males is 18 percent, compared to 3 percent for white males and 8 percent overall. Questions & Discussion