Black students, boys, and students with disabilities are disproportionately disciplined in K-12 schools across the country. That’s according to a new report, out Wednesday, from the non-partisan federal watchdog, the Government Accountability Office.
Those disparities were consistent, “regardless of the type of disciplinary action, regardless of the level of school poverty, and regardless of the type of public school attended,” says Jacqueline Nowicki, who led the team of researchers at the GAO.
Nowicki and her team interviewed administrators, visited schools across the country, and used 2013-2014 data from the Civil Rights Data Collection, which includes disciplinary actions in more than 95,000 schools across the country. Those numbers include suspensions, expulsions and referrals to law enforcement.
The U.S. Departments of Education and Justice are hosting teams of superintendents, principals, and teachers from across the country today for “Rethink Discipline,” a day-long conference at the White House on creating positive school climates and implementing effective discipline practices. The conference seeks to advance the national conversation about reducing the overuse of unnecessary out of school suspensions and expulsions and replacing these practices with positive alternatives that keep students in school and engaged in learning, but also ensure accountability.
“Creating and sustaining safe, supportive schools is absolutely essential to ensuring students can engage in the rich learning experiences they need for success in college, work and life—that’s why rethinking school discipline is critical to boosting student achievement and improving school outcomes. Today’s conference shows that there are leaders across the country who are committed to doing this work. We are proud to stand as partners with these educators to say that we have to continue to do better for all of our students,” said U.S. Secretary of Education Arne Duncan.
In many schools across America, we begin each day with a morning ritual, the pledge of allegiance. Students stand sleepy-eyed with their hands over their hearts and recite the words that make our country great “with liberty and justice for all.” And though we proclaim it every day, the harder declaration is to live it.
In my classroom, students start off each school year discussing at length what it means to be a citizen of the United States. We debate, we question, and we make reference to our school creed: Be respectful, Be responsible, Be safe and an Active Learner. Students quickly discover that we cannot begin to learn unless we know how to best support one another throughout the process.
My thanks to CEO Edwards and President Dukes for their comments, and for that gracious introduction.
I thank you for your unwavering commitment to equal opportunity for all students and your leadership in rethinking school discipline in Maryland. And I’m so pleased to be joined here today by my good friend and colleague, Attorney General Holder.
The Attorney General and his team have been great partners in our work together to improve school climate and keep schools safe. I know this is a very personal issue for him–as it has been for me, and for the students we talked to just minutes ago at a roundtable here at Frederick Douglass.
We’re gathered here today to talk about school discipline—which, far too often, is not applied equitably or as effectively as it could be in our nation’s schools.