ERIC EJ1082731: Bringing Everyone to the Table to Eradicate School Discipline Disparities

2015·0.17 MB·English

by  ERIC

Bringing Everyone to the Table to Eradicate
School Discipline Disparities
Allison Brown and Kavitha Mediratta
Representatives from Open Society Foundations and The Atlantic Philanthropies discuss
philanthropy’s role in school discipline reform.
The Atlantic Philanthropies funded Q Atlantic and Open Society Founda-
the work of the Positive and Safe tions provided significant funding
Schools Advancing Greater Equity and leadership nationally to build awareness
(PASSAGE) initiative, which is a unique about the school-to-prison pipeline and
approach to ending discipline disparities its disproportionate impact on children of
focused on partnerships between districts color. Thinking about your individual
background and experiences, how did
and community organizations (for more on
you come to this work?
the initiative, please see the preface of this
issue). Open Society Foundations is A Allison Brown: I come to this work
considering funding similar work. VUE as a civil rights attorney. I worked
editors asked Allison Brown and Kavitha for many years in the Educational Oppor-
Mediratta to discuss what brought them tunities Section of the Civil Rights Division
– and their foundations – to tackle the issue in the U.S. Department of Justice, where I
of school discipline disparities and what litigated school desegregation cases. In
they have learned about challenges to and many of those cases, it was clear that the
opportunities for reform. vestiges of the racially segregated school
At the time of this interview, Allison Brown was a program officer at Open Society Foundations.
Kavitha Mediratta is chief strategy advisor for equity initiatives and human capital at The Atlantic
Philanthropies.
VUE 2015, no. 42 7
“
At the Open Society Foundations, the
school discipline portfolio is wedded to
the racial narrative portfolio. So often,
the disparities that we see are based
So often, the disparities that we see are
not on a discrepancy in actual behavior
“
based not on a discrepancy in actual but on a discrepancy in the way that
children and their families are per-
behavior but on a discrepancy in the ceived. That broken racial narrative
originates from a false racial hierarchy
way that children and their families are that has been the cornerstone of this
nation’s founding and existence. Under
perceived – on a broken racial narrative. the country’s broken racial narrative,
Black boys – even the littlest ones – are
to be feared, and Black girls are to be
despised or ignored. It is no wonder,
then, that children who talk during
quiet time or engage in a schoolyard
systems of old remained. Although the
fight where no one is injured are
unanimous Supreme Court opinion in
perceived as malicious and in need of
Brown v. Board of Education had
stern and punitive rebuke and interven-
declared segregation in schools
tion rather than loving and nurturing
unconstitutional, we were monitoring
guidance and redirection.
school districts whose schools re-
mained racially segregated. We also I came to this work to ensure that all
were investigating districts where children are perceived only as children,
students, primarily Black and Brown, not as criminals, and that they are
were segregated out of the regular permitted the privilege of their
classroom environment as punishment childhood, regardless of their race
for perceived or actual, and usually or ethnicity or national origin or
developmentally appropriate, misbe- any other thing that may be used
havior. We heard complaints from against them.
Black students who were suspended
Kavitha Mediratta: Similar to Allison,
or expelled from school for things like
it was young people who introduced
school uniform violations, talking back
me to the school-to-prison pipeline.
to teachers, chewing gum in class, and,
I was doing research on grassroots
worst of all, being tardy to school or
organizing in New York City and
class. We heard stories of Black
elsewhere around the country and also
students being disciplined for the same
working closely with the Urban Youth
behavior for which White students
Collaborative (UYC), a high school
who engaged in the same behavior –
student–led coalition in New York
talking on a cell phone, shirt untucked
City. Like a lot of people at the time,
from their pants or skirt, wearing
my first reaction to news stories about
flip-flops to school – were not pun-
tougher discipline and safety measures
ished. School officials cited zero-
was supportive. But as I listened to
tolerance school discipline policies as
students, I realized that I did not have
the impetus for their discipline deci-
the full picture. Instead of creating a
sions, although racial disparities in
welcoming and supportive environ-
discipline often indicated that Black
ment for learning, this “zero tolerance”
and Brown students were more likely
approach was undermining students’
to be suspended, expelled, and referred
sense of connection, belonging, and
to law enforcement or arrested out
investment in school in very deep and
of school for minor or perceived
troubling ways.
misbehavior.
8 Annenberg Institute for School Reform
Q
At the time, there was a growing focus PASSAGE was designed deliber-
on improving rates of high school ately to focus on discipline
graduation and college access. And yet, disparities and to engage school district
in New York City and nationally, leaders and community members in
schools serving low-income neighbor- developing reforms. Why this specific
hoods and communities of color were focus and approach?
increasingly reliant on disciplinary and A Kavitha Mediratta: Atlantic’s
safety strategies that were at odds with goal in funding PASSAGE was
these goals. The racial undertones of this to create a learning lab of how to reduce
punitive approach were not lost on the disciplinary disparities. Early work by
UYC youth. They could see the vast CADRE in Los Angeles, Padres y
difference in how students were treated Jóvenes Unidos in Denver, and Allison’s
and supported in their schools compared colleagues in Baltimore had demonstrat-
to those in schools serving more affluent, ed that it was possible to bring down
White communities. rates of suspensions without creating
chaos in schools. But the disparities were
From my days as a teacher, I know that
much harder to shift, and in some cases,
most educators truly want to do right
got worse as the reforms progressed.
by children. The profound disconnect
between those intentions and students’ A key question was: What could districts
experiences of their schools was painful do to reduce these disparities? We
to see. As a society we tend not to listen supported a variety of initiatives to build
to what young people have to say, interventions, including Oakland Unified
especially when those young people are School District’s piloting of full-service
of color. As a result, we often do not community schools, restorative justice,
fully understand what is needed to and academic and other supports for
support them successfully. We also do African American youth. We also
not see the ways in which damaging supported the Research-to-Practice
racial narratives permeate the very fabric Collaborative on Discipline Disparities,
of our schools, undermining how we convened by Russ Skiba at Indiana
treat children and what we believe they University to identify emerging strategies
are capable of achieving. to reduce disparities, and the University
of Virginia to develop tools to improve
These experiences brought me to
teacher cultural competency as part of
Atlantic. Our funding to end discipline
its My Teaching Partner professional
disparities aims to build equity in
development program.
opportunities for children and youth of
color and to support their leadership Very few districts were focused on
and voice in their schools and communi- discipline disparities, however, and there
ties. Both facets are vitally important was no clear guidance on steps they
because, as Allison notes so eloquently, could follow. So the idea in creating
discipline disparities are a function of PASSAGE was to use the foundation’s
our collective beliefs. We will not funding to open up a space to examine
achieve the goals of equity and opportu- causes of and remedies to school
nity until we see all children for who discipline disparities from multiple
they truly are, deserving of all the perspectives. This involved helping
supports, caring, and second chances community and district leaders to look
that all children need. at the data, assess what was working
and not working, learn about alternative
approaches, and work collaboratively on
implementation. This kind of focused
effort to address disparities hadn’t
happened before, and we hoped that
Allison Brown and Kavitha Mediratta VUE 2015, no. 42 9
other districts would benefit from the Districts face many pressures and,
experiences and lessons learned from in the absence of knowing about the
the PASSAGE sites. harms of punitive discipline, can
dismiss the concerns of students
Q What are some of the lessons and parents. Working closely with
you’ve gleaned from the PAS- community partners can build greater
SAGE initiative? understanding of the motivations of
students and parents advocating for
A Kavitha Mediratta: We’ve
change. This experience also can help
learned so much from the
to challenge educators’ misconceptions
tremendous work underway. First is
about who their students are and
the importance of educating district
what they need.
and school administrators about the
role of punitive discipline in the school- On the community side, there is also
to-prison pipeline. Most educators a big learning curve about the econom-
don’t know about the research and ic and political challenges the district
data on suspensions, expulsions, may face in terms of collecting data,
arrests, and ticketing and are unaware training staff, and so on. It is one thing
of the long-term negative consequences to call for change from outside the
of these strategies. Before they will system and a very different matter to
invest seriously in addressing this issue, make it happen on the inside. Working
they need to understand why it is a together can provide community
concern and what they can do about it. members with a window into how
A second lesson is the importance of public school systems operate and the
high-level leadership. District staff need constraints and pressures that system
to know that shifting away from leaders need to resolve in order to
punitive discipline requires change at move forward. Ultimately, the time
all levels and that they are being asked spent in collectively defining the
not simply to reduce suspensions but problem and reform priorities will bear
to transform the cultural norms of fruit, but it’s important to understand
schools. For teachers and other school that the road can be a long one.
staff to take the risk to try out new
Q
What opportunities do you see in
strategies in their classrooms, they need
funding this kind of work? What
to know that district and municipal
are some of the outcomes you’re hoping
leaders will have their backs and see
to achieve?
these changes through.
A Allison Brown: I have seen
Another lesson is that it takes time PASSAGE firsthand in Nashville
to build collaborative relationships and had the great privilege to witness
among diverse stakeholders. There teachers and administrators, students
are not many opportunities for and family members, community
government and community members advocates and researchers, juvenile
to come together to problem-solve an court judges and law enforcement
issue. Most of us are used to more officers, and local government officials
adversarial ways of interacting, and coming together to occupy their respec-
establishing a truly collaborative and tive roles but to do so in a shared space
participatory process does not come of understanding and compassion for
naturally. But investing in this process one another and with a common goal
can enable more informed, effective, of keeping children in school.
and sustained reform by building
understanding and trust among the
parties involved.
10 Annenberg Institute for School Reform
Q
It has taken several years on the What can districts do to effec-
national stage for community organiz- tively shift environments in
ers to hammer home to the public and schools and communities from a punitive
to key stakeholders the need to revise to a positive culture? What can commu-
school discipline policies and proce- nity leaders do?
dures to eradicate the school-to-prison A Kavitha Mediratta: For starters,
pipeline. As their focus shifts to a more we need to understand that
expansive frame and to keeping school climate and discipline are
children in school, promoting best integral to effective teaching and
practices, and creating healthy school learning. So often these are treated as
climates, it is imperative that philan- unrelated issues when, in fact, they are
thropy support collaboration efforts deeply intertwined. The sad reality is
between key stakeholders so that, for that teachers and school staff often have
example, organizers can work closely so little support for developing strate-
with school district administrators and gies for building positive relationships
personnel to develop the school with students. And they may know very
environments we all want to see and little about the communities where their
where all of our children can flourish. students live. School districts need to
PASSAGE is an opportunity to support help principals, teachers, and other
that type of collaboration. school personnel to develop a vision for
a culturally inclusive school climate
I am hoping that success in the mere
process of collaboration that PASSAGE
“
creates will serve as a model for other
districts and localities. I also hope that
the relationships that develop as a
result of PASSAGE will last long-term,
that PASSAGE will bring about I hope that PASSAGE ultima“tely will change
systems change in schools and between
hearts and minds of the public about young
the systems that must interact with one
another in order to protect and serve
people of color and their families, and the
young people. I hope that PASSAGE
ultimately will change hearts and
hearts and minds of communities about the
minds of the public about young
people of color and their families, and
systems they access.
the hearts and minds of communities
about the systems they access and
the human beings who operate those
systems.
Thanks to Kavitha’s leadership on this
issue, foundations are primed to and an understanding of the role of
understand the need for multi-stake- implicit bias in shaping classroom
holder advocacy, planning, and interactions, including academic
implementation, and it is my hope to expectations as well as disciplinary
facilitate sustained attention and actions, and how to build effective
resources to the evolution of this issue relationships with students.
and of the field because, as Kavitha
Better use of data is also important.
describes, this road will be long.
Collecting and tracking data can reduce
the need for disciplinary actions by
enhancing the ability of school adminis-
trators and teachers to respond
Allison Brown and Kavitha Mediratta VUE 2015, no. 42 11
proactively to issues that may be going adults, to be under suspicion before
on for students. Many school systems ever uttering a word.
collect data on suspensions, but other
Parents also have a role to play.
indicators they should look at include
Meaningful parent engagement is
office referrals, arrests, and summonses,
inviting parents to participate, as
as well as attendance, grades,
PASSAGE does, in the creation of
and students’ perceptions of fairness
action plans and in partnering with
and support in school climate and
educators for the healthy development
discipline.
of their children. State leaders – gover-
In addition, and to underscore a point nors, legislatures, state boards of
that Allison made: schools cannot do education – are critical levers as well.
this alone. There is a need for much And, of course, the federal government
greater collaboration with other is the biggest lever. As we have seen
systems, such as health agencies, to with the school discipline guidance
better serve children. Just as impor- and the release of the Civil Rights
tantly, as the work of PASSAGE Data Collection, the federal govern-
suggests, youth, parent, and commu- ment wields tremendous power to
nity leaders can be a tremendous shape a public discourse and effect
resource to school districts by provid- change at the national, state, and local
ing ideas, pinpointing challenges that level by mere mention of a term or
need to be addressed, and building concept. The federal government’s
public and political support for reform. stated priority of eliminating the
Young people are an enormous school-to-prison pipeline continues
untapped resource, and need to to have ripple effects at the state and
be part of the process of improving district level that has turned the wave
their schools. of activism into a tidal wave of reform.
Q We all have roles to play, including
What are some of the levers that
philanthropy, and it is crucial that we
must be used to enact policy
understand our respective roles. The
change at the district, city, state, or
federal level to end discipline disparities most difficult lever to operate is the
and create a healthy school climate for one that is all of us. For instance, advo-
all students? cates and activists must continue to
A Allison Brown: As Kavitha push government in the right direction,
even when that government is friendly
indicated previously, student
to the advocates’ position. Government
voice is the most important lever. I
is not in the lead, but should follow
cannot overstate the need for meaning-
its constituency in the direction that is
ful inclusion of student voice in
right and that reflects our nation’s
conveying what they experience in
fundamental values of freedom and
their school environments and what
equality.
they want in their schools. At the
Department of Justice, it was the voices
Q
How does work around eliminat-
of students that fueled our investiga-
ing discipline disparities tie into
tions and propelled us forward in our
current national issues of equity, police
litigation and in the creation of viable
brutality, and the school-to-prison
remedies. We heard from students
pipeline? Why is this work so important
what it was like to be and feel policed
right now?
in their communities and in their
A Kavitha Mediratta: As Allison’s
schools, to be placed in handcuffs for
opening remarks make clear, the
things that would not rise to the level
tendency to respond punitively to
of criminal activity if committed by
young people of color with suspensions
12 Annenberg Institute for School Reform
and other sanctions in school arises communities. By the same token,
from the same underlying narrative systemic successes for children in school
of youth criminality that has fueled reflect our potential as a society. Now is
the tragic killings of unarmed Black the time for us to focus on coordinated
men in communities across the country. and cooperative efforts like PASSAGE
Whether in school or in their commu- to address the inequities that ail our
nities, young people of color – schools and thus our nation, lest the
particularly African American youth lives we’ve lost be in vain.
– are viewed as threats to order and
As Charles Hamilton Houston said,
safety. This is why young people and
“We beg you to save young America
parents rose up to challenge the
from the blight of race prejudice.
school-to-prison pipeline, beginning
Do not bind the children within the
more than a decade ago, and why they
narrow circles of your own lives.” It
are mobilizing to challenge police
is through the schools that America
brutality today.
– young and old – will be saved, from
At Atlantic, we see the effort to reduce itself. Although the issues we face as a
discipline disparities as striking at the nation are very big, there is hope if we
very heart of those false racial beliefs in focus on the schools and on ensuring
society and the biases – conscious and equitable access to educational oppor-
unconscious – that justify unconscio- tunities – and life opportunities – for
nable treatment. The successes young all of our young people.
people have had in putting school
For more on The Atlantic
discipline and racial injustice on the
Philanthropies, see http://www.
national agenda give me great hope
atlanticphilanthropies.org/. For Open
about what can be achieved in the
Society Foundations, see https://www.
coming years.
opensocietyfoundations.org/.
Allison Brown: “Black Lives Matter”
has become a rallying cry. We all suffer
when we lose souls whose talents are
stifled and whose genius is isolated to
wither and die on the vine instead of
being cultivated and nurtured to the
benefit of us all. Michael Brown,
Trayvon Martin, Tamir Rice, John
Crawford, Eric Garner, Renisha
McBride, the Charleston 9 – the shock
of their senseless and race-based
killings have shaken the nation to its
core. Justice and equity have yet to be
fully realized by a large subset of
people in this country.
When students, especially Black boys,
are at best misunderstood and at worst
feared, when there is no belief in their
abilities and little incentive to keep
them in school, when there are active
attempts to remove them from the
school environment, we all lose.
Schools are a microcosm of society.
Systemic failures of children by their
schools reflect societal failures of
Allison Brown and Kavitha Mediratta VUE 2015, no. 42 13