Outline
Introduction
The rates of suspension, expulsion, and arrest among the black students is higher compared to their white students’ counterparts. These disparities have led to increased numbers of people of color in the federal government prisons putting them at a higher risk for adverse life outcomes. National data show that race-based school discipline disparities have widened despite the many efforts implemented to fix them.
Overview of discipline rates in charter and non-charter schools.
Describe the discipline gaps by race and disability status.
A comprehensive data report on school suspensions.
How do charter school suspensions rates compare with non-charter school rates?
Closing the school discipline gap.
All schools to review their policies on the overuse of suspension and submit a plan for implementation of the new strategies to the federal government.
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Charter school leaders to confer to Every Student Succeeds Act (ESSA) without exception.
Promote teacher-student relations in the classroom.
Recommendations
Conclusion
Annotated Bibliography
Gregory, A., Hafen, C. A., Ruzek, E., Mikami, A. Y., Allen, J. P., & Pianta, R. C. (2016). Closing the racial discipline gap in classrooms by changing teacher practice. School psychology review , 45 (2), 171-191.
According to Gregory et al., black students face higher rates of school discipline sanctions compared to members of different racial and ethnical groups. The authors point out that the racial disparities in the school system undermine the need for professional development to address the gap. As a result, they carried research to engage students more by implementing extra coaching programs with their respective teachers. The research results reveal no significant disparities in discipline for students that did not participate in the program. On the other hand, by changing teacher practice, the coaching effects were replicated, and the school discipline disparity gap reduced tremendously. Therefore, this article will feature significantly in helping the reader understand ways in which student-teacher relationships can help reduce racial disparities in school discipline in his final paper.
Lindsay, C. A., & Hart, C. M. (2017). Teacher race and school discipline: are students suspended less often when they have a teacher of the same race? Education Next , 17 (1), 72-79.
The Lindsay & Hart conducted a study to examine whether the same student-teacher learning environment affects the students’ suspension, expulsion or detention rates. Data from the research indicate that students are less likely to be punished when they have teachers of the same ethnic group. The study discloses an opposite pattern where black students are less likely to be deferred when taught by black teachers. However, there is little evidence to support that white student benefit from being matched with white teachers. The final paper will significantly benefit from the authors’ perspective on employing more teachers from different ethnic groups in schools to minimize the rates of race-based school discipline disparities.
Losen, D. J., & Keith, M. A. (2015). Closing the School Discipline Gap in California: Signs of Progress. Civil Rights Project-Proyecto Derechos Civiles .
This article explores the possibility of new alternative punishments in schools to reduce associated risks that come with suspensions. Despite the concerns, the California legislators have implemented new policies to spearhead the reforms. As a result, school suspensions have decreased by 77%, according to the department of education in California. Consequently, the reductions have reduced the racial discipline gap leading to higher student achievement in California. Also, this article provides the reader with alternative options to counter race-based school discipline disparities and their overall effects. The report offers specific recommendations to combat racial disproportions in school discipline and would be worth incorporating in the final paper.
Martin, J. L., Sharp-Grier, M., & Smith, J. B. (2016). Alternate Realities: Racially Disparate Discipline in Classrooms and Schools and Its Effects on Black and Brown Students. Leadership and Research in Education , 3 (1), 16-33.
Martin, Sharp, and Smith's study examine student data from over 95,000 public. The study explores the diverse types of punishment methods between racial ethnicities and genders. Their study concludes that in every category, the number of black and native students expelled from school was much higher compared to the white students. Also, this research paper provides more information on the factors that lead to educational disparities based on race. Therefore, this research paper will be a valuable resource in writing the final paper as it provides the reader with extensive evidence of desparate educational practices among students of different ethnicities.
Riddle, T., & Sinclair, S. (2019). Racial disparities in school-based disciplinary actions are associated with county-level rates of racial bias. Proceedings of the National Academy of Sciences , 116 (17), 8255-8260.
Riddle and Sinclair begin by acknowledging that education outcomes in the United States prevail substantial gaps between black and white students. The authors explore how education achievement differences have contributed to how students are disciplined. Their findings indicate that black students are tainted as problematic and are likely to be punished more compare to the white students' counterparts for the same offense. Although the findings indicate racial bias as the primary contributor to school discipline, the authors provide a comprehensive data analysis showing that county-level estimates of racial bias are associated with school racial disparities. In this regard, Riddle and Sinclair's research paper is significant as it highlights racial differences in education that contribute to different punishments among students and understanding them would be essential in solving the problem.
