Dr Rosemarie Allen Institute for Racial Equity amp Excellence Excluding a child from the learning process for 1 or more days In school student is excluded from the classroom Out of School student is excluded from being on the school ID: 539571
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Slide1
History & Overview of Suspensions
Dr. Rosemarie Allen
Institute for Racial Equity & ExcellenceSlide2
Excluding a child from the learning process for 1 or more days:
In school: student is excluded from the classroom
Out of School: student is excluded from being on the school
premises
Student is sent home early
Student is not a “good fit” and asked to leave the school/program
What is a suspension?Slide3
Suspension:
a
“disciplinary action that is administered as a consequence of a student’s inappropriate behavior, requires that a student absent him/herself from the classroom or from the school for a specified period of time
”
(Morrison and Skiba,
2001, p. 174). Slide4
Children’s Defense Fund
First suspension Study 1975Slide5
Nearly 1 million children were suspended in the 1972-1973 school
year.
Suspension rates for all students have doubled since the 1970s.
In 1973, the national suspension rate was 3.7. In 2010 the suspension rate was 7.4 percent
(Losen & Gillespie, 2012). Slide6
Studies spanning 40 years show that
African American children are up to four times more likely to be suspended than White
students
(Bradshaw et al., 2010; Children’s Defense Fund, 1975; Milner, 2013; Skiba et al., 2011). Slide7
T
here
has been extensive research
suspensions and other disciplinary
practices however; most studies focus on children in kindergarten through 12
th grades. Few studies have examined disciplinary practices for children younger than 5 years of age in early childhood programs. Slide8
The
Civil
Rights Data Collection
(2014) included
preschool
data FOR THE 1ST time. It included the number of preschool children who: : had at least one out-of-school suspension, had more than one suspension,was expelled, and received corporal punishment. Slide9
The Data Showed:
5,000
preschoolers were suspended at least
once and nearly
2,500 were suspended a second time.
African American were 18 percent of the preschool population, but comprised 48% of suspensionsBoys were 79% of the preschool population but 82% of all suspensions.Children with disabilities were also disproportionately suspended(United States Department of Education, 2014). Slide10
The New OCR (2016)
Patterns
of racial and gender
disproportionality
:
Boys represent 54% of the preschool population but 78% of those suspended.African American preschoolers are 3.6 times more likely to be suspended than their White peers. Slide11
African American girls are
20%
of preschool female population but 54% of girls suspended from preschoolSlide12
Children with disabilities are not disproportionately suspended from preschool BUT are disproportionately suspended
from
K-12Slide13
English Language Learners are not disproportionately suspended from preschool.Slide14
A survey conducted in Illinois reported that more than 40 percent of the State’s childcare programs had suspended infants and toddlers. Racial
and gender demographics
were not included in this study
(Cutler & Gilkerson, 2002). Slide15
In North Dakota, 20% of
ECE programs
expelled
children.
Of those expelled, 53% were infants and toddlers and 31% were preschool children.
(North Dakota State Data Center, 2008). Slide16
In 2005, a Yale University study discovered the expulsion rates of
preschoolers, in public school programs
were three times the rate of children expelled from kindergarten through twelfth grades
combined (Gilliam, 2005) Slide17
A Colorado discipline study conducted in 2006, found that 10 children per 1,000 were expelled from early childhood programs
.
(Hoover, Kubicek, Rosenburg & Zundel, 2012). Slide18
A 2009 survey of Boulder County, Colorado early care and education providers showed children of color comprised the largest group of expelled children, at 13 per 1,000
(Greenberg & Ash, 2011). Slide19
The New Hampshire Child Care Expulsion Survey conducted in 2011 revealed 10 children per 115 were expelled, but did not include racial demographics
(Kalinowski & Kalinowski, 2011). Slide20
In Michigan, the expulsion rate for preschoolers was 27 per 1000 students,
That
was 34 times the state’s kindergarten through 12
th
grade rate.
(Martin, Bosk & Bailey, n.d.). Slide21
The United States Departments of Education and Health and Human Services (2015) recently released a joint statement on preschool suspensions and expulsions that recommends:
raise awareness about the negative impacts of suspension and expulsion, including the disproportionate number of children of color that are subjected to such exclusionary practices,
(b) states develop policies that prevent exclusion as a disciplinary measure and to administer more appropriate policies that are without bias and discrimination and
(c) use evidence-based approaches such as PBIS and Pyramid Model to prevent suspensions and expulsions in early childhood programs. Slide22
In
2014,
Chicago Public Schools
established
a “no suspension” policy for children in preschool through second grade, in its revised Student Code of Conduct. Slide23
In
Connecticut the
Governor signed Public
Act 2015
-96 prohibiting most out-of-school suspensions and expulsions of young children in pre- K through second grade.Slide24
New York City prohibited
the expulsion or suspension of children enrolled in four-year old Pre-K for All and
Early Learn
NYC programs, as well as the children age 0-3 served through
EarlyLearn
NYC.Slide25
“No Suspension” Policies:
Washington State
Minneapolis
CaliforniaSlide26
The negative outcomes for students that have been suspended and expelled
include:
disengagement
from the educational system,
antisocial
behaviors and, risk for entering the juvenile justice system (Arcia, 2006). Children who are suspended from school are 10 times more likely to enter the juvenile justice system (American Psychological Association Zero Tolerance Task Force, 2008; Gordon, Della, Piana, & Keleher, 2000). Slide27
What can we do in Colorado to address this issue?