SUSPENSION AND EXPULSION RATES DROP IN CALIFORNIA
In California, suspensions were down 14% and expulsions dropped 12% in 2013. While this is welcome news, the numbers are still inordinately high at 609,471 and 8,562, respectively.
The LA Times Teresa Watanabe has more on the data. Here’s a clip:
The number of suspensions dropped by 14.1% to 609,471 last year from 709,596 over the previous year. Expulsions declined by 12.3% to 8,562 from 9,758 over the same period, said state Supt. of Public Instruction Tom Torlakson.
Suspensions declined among nearly all ethnic groups, including reductions of about 10% for African Americans, Latinos and whites. But, continuing a pattern that has prompted national concern, African Americans were still disproportionately suspended, with a rate of 16.2% last year although they make up 6.3% of the statewide student population.
The data represent the state’s first year-to-year comparison of disciplinary actions taken against students including their racial and ethnic backgrounds.
“Although fewer students are being removed from the classroom in every demographic across the state, the rates remain troubling and show that educators and school communities have a long road ahead,” Torlakson said in a statement.
(Read on for more, including data on how LA Unified is fairing with its push for alternative discipline strategies.)
WHILE WE’RE ON THE TOPIC: A FOCUS ON A SAN FRANCISCO SCHOOL’S DISCIPLINE TRANSFORMATION
In her blog, ACEs Too High, journalist/child advocate, Jane Stevens tells of how one San Francisco elementary school, in particular, has dropped its overall suspension rate a whopping 89% by implementing trauma-informed practices. Here are some clips:
For one young student – let’s call him Martin — the 2012-2013 school year at El Dorado Elementary in the Visitacion Valley neighborhood of San Francisco was a tough one, recalls Joyce Dorado, director of UCSF HEARTS — Healthy Environments and Response to Trauma in Schools.
“He was hurting himself in the classroom, kicking the teacher, just blowing out of class many times a week.” There was good reason. The five-year-old was exposed to chronic violence and suffered traumatic losses. His explosions were normal reactions to events that overwhelmed him.
This year, Martin’s doing better. That’s because he spent months working with a HEARTS therapist, and that therapist worked with his teachers and other school staff to create a more safe and supportive learning environment. Still, on days when he feels extremely anxious, Martin sometimes asks to visit the school’s Wellness Center, a small, bright room stocked with comforting places to sit, headphones to listen to music, and soft and squishy toys.
“If a student starts to lose it, the teacher can give the kid a pass to go to the Wellness Center,” says Dorado. “The kid signs in, circles emotions on a ‘feelings’ chart (to help the person who staffs the center understand how to help the child). The staff member starts a timer. The kid gets five to 10 minutes. The kid can sit on the couch with a blanket, listen to music, squeeze rubber balls to relieve tension and anger, or talk to the staff member. Kids who use the room calm down so that they can go back to class…
In 2008-2009, the year before HEARTS was introduced at El Dorado, there were 674 referrals – students sent to the principal’s office for fighting, yelling, or some other inappropriate behavior.
During the last school year – 2012-2013, there was a 74% drop, to only 175. This year, only 50 referrals have occurred.
There were 80 suspensions in 2008-2009. And although suspensions increased for four years to 150 in 2011-2012, last year they dropped 89%, to only 17. So far this year, only three students have been suspended.
As El Dorado Elementary School Principal Silvia Cordero thought when she first heard about trauma-informed practices: “Why don’t all schools have this?”
It’s a public health issue, explains Dorado, because the toxic stress caused by chronic trauma can harm children’s brains. Toxic stress alters the brain’s structure and functioning, so that a child is hyper-vigilant. With their trigger reset on “red alert”, they can flip into “fight, fight, or freeze” mode even when they aren’t in real danger. As a result, they can have trouble concentrating, learning, or sitting still. They can erupt into rages, lash out at others or hurt themselves. Or they can withdraw in fear and not participate in anything that’s going on around them. None of this behavior is intentional, says Dorado.
Many teachers and principals think kids’ “bad” behavior is deliberate, and that the kids can control it. But it’s often not and they can’t – not without help, says Dorado. Their behaviors are a normal response to stresses they’re not equipped to deal with. Throwing a punch makes sense if they’re jumping in to defend their mother from an alcoholic raging father; screaming in fury is a normal reaction to a bully who continuously harasses them. But when the raised voice of a teacher or a counselor who’s criticizing them inadvertently triggers the same response, these behaviors look “abnormal, rude, or inappropriate,” says Dorado. “So, they’re getting kicked out of class and disengage from school. That puts our kids at incredible risk for later problems, including imprisonment.”
AN ALAMEDA COUNTY COURT’S COMPREHENSIVE APPROACH TO HELPING EXPLOITED GIRLS
In Alameda County, an innovative court for at-risk girls—primarily aimed at helping young girls forced into prostitution—has collaborated with social services to provide teens with crucial resources and personal guidance to help them out of crisis situations.
The NY Times’ Patricia Leigh Brown has more on the Alameda County Girls Court’s specialized approach. Here’s a clip:
Girls Court brings an all-hands-on-deck approach to the lives of vulnerable girls, linking them to social service agencies, providing informal Saturday sessions on everything from body image to legal jargon, and offering a team of adults in whom they can develop trust. And while still in its early years, the system is showing promise.
Founded two and a half years ago and carved out of the existing juvenile court, the Girls Court is for young women considered most at risk, especially those forced into prostitution. It is part of a network of a half-dozen or so Girls Courts around the country, each with a different emphasis. The results have been encouraging: The court in Hawaii, a program where both parents and girls attend counseling for a year, has led to a marked decrease in detentions, according to a 2011 evaluation. The Orange County Girls court, which was started in 2009, intervenes in the lives of teenage girls in long-term foster care, with preliminary studies suggesting better grades and fewer placements.
“It’s a unique alignment between adversaries,” Laurel Bellows, a Chicago lawyer and co-chairwoman of the American Bar Association’s anti-trafficking task force, said of the court’s collaborative approach. “These are not easy victims to deal with.”
MISSING FROM THE STATE OF THE UNION: DRUG POLICY AND MASS INCARCERATION
On Monday, we pointed to an op-ed by Juliet Sorensen (daughter of Ted Sorensen, JFK’s speechwriter and advisor), urging Obama to address drug-sentencing reform in his State of the Union speech. Drug policy was nowhere to be seen in Tuesday’s speech, but that wasn’t the only elephant missing from the room.
The Atlantic’s Conor Friedersdorf lists several other relevant topics that didn’t make the cut—like the mass-incarceration epidemic.
Here’s a small clip:
Drug reform is the one that disappointed me most. The legalization of marijuana in Colorado and Washington is hugely significant, given the number of Americans who are locked in cages under prohibition, the disproportionate impact on minority families, and the tension between anti-prohibitionist states and federal law enforcement. Obama told the New Yorker’s editor that state legalization experiments should go forward. But drug policy was missing from his speech.