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School to prison pipeline

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justine goble

on 13 March 2015

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Transcript of School to prison pipeline

Breaking the School to Prison Pipeline
Kaylynn Crider
Justine Goble
Brooke Hereth
Rebekah McFarland

What is the School to prison pipeline?
Research question
What are the current preventative measures in elementary schools across Washington State in place that are working towards dismantling the school-to-prison pipeline?What are the components in place that encourage a program to excel and what are the components in place that prevent them?
Long Term Goal:
Ultimately, we are working on improving and implementing effective preventative programs that keep students out of the prisons and in the classrooms.


Literature review
Methodological Framework
Timeline
Budget
Epistemological framework
Our Potential Funders
Annie E. Casey
"Helping America's kids have a brighter future"
"We advance research and solutions to overcome the barriers to success, help communities demonstrate what works and influence decision makers to invest in strategies based on solid evidence."
1) Personnel
2) Fringe Benefits
3) Travel
4) Supplies/Equipment:
5) Other
Critical Theory:
"Knowledge is shaped by power relationships created and maintained by social institutions and belief systems" (Kloss, 76).

Asks questions about people and systems in power
Gives a voice to marginalized communities
Uses mixed methods

The “school-to-prison pipeline” refers to the policies and practices that push our nation’s schoolchildren, especially our most at-risk children, out of classrooms and into the juvenile and criminal justice systems. This pipeline reflects the prioritization of incarceration over education.
Total: $400,000
Wilson Reyes, 7 years old
Mathur and Nelson (2013)
PBIS- Positive Behavior Interventions and Supports
Davis (2014)
Restorative Justice Program
Boyd (2009)
The Youth PROMISE Act (2007)-Prison Reduction through Opportunities, Mentoring, Intervention, Support, and Education Act

Our data will be collected over the course of 2 years, traveling 2 weeks out of every month.
The remaining 2 weeks will be spent analyzing data/

This breaks down to be 2 interviews a month over the course of 2 years.


“He had to be handcuffed — he was a prisoner. If we didn’t handcuff him and he ran out the front door, then we would have had an escaped prisoner on our hands.”
NYPD Police Officer
Mixed methods study
Quantitative:
Demographics and rates of disciplinary action
Specifically, suspension and expulsion rates
Qualitative
-
100 interviews
Surveys to supplement interviews
Likert scale



Conclusion
Gaps in the Literature

PBIS- “Students of color, despite the positive aspects of PBIS, continue to get into trouble at school.” (Irby 2014)
no universally accepted program
lack of funding
Works Cited


Children deserve a quality education, not a life of incarceration.

Thank you for your consideration, together we will help break the school to prison pipeline.
Boyd, T. (2009) Confronting Racial Disparity: Legislative Responses to the School-to-Prison
Pipeline in Harvard Civil Rights-Civil Liberties Law Review. Vol. 44. (571-580)

Davis, F. (2014). Discipline With Dignity: Oakland Classrooms Try Healing Instead of Punishment. Reclaiming Children & Youth, 23(1), 38-41.

Kloos, B., Hill, J., & Thomas, E. (2012). Community Psychology: Linking Individuals and Communities (3rd ed., pp. 74-76). Belmont, CA: Wadsworth Cengage Learning.

Mathur, S. R., & Nelson, C. M. (2013). PBIS as Prevention for High-Risk Youth in Restrictive Settings: Where Do We Go From Here?. Education & Treatment Of Children, 36(3), 175-181.

Full transcript