Gov. Northam Signs Disciplinary Reform Bills

Earlier this month Governor Northam signed bills that cap suspensions of children in pre-K through 3rd grade at three days, and reduces the maximum long-term suspensions from 364 to 45 days.   These reforms are intended to address the racial disparity in suspension rates identified by the U.S. Department of Education, and replace exclusionary discipline with opportunities for reflection and making amends.

As the linked articles and studies below show, however, the practical outcome of such measures has been a disaster wherever they have been tried.   School violence has increased dramatically, teachers no longer feel safe, and administrators are punishing teachers  who complain.  Students who are genuinely there to learn are suffering continued classroom disruptions.   As a community we must come together and find effective solutions to the school discipline problem.

 

Virginia Beach schools see a drop in suspensions. But teachers feel less safe:   https://tinyurl.com/y8wdvyo2

Dozens of teachers terrorized by out-of-control students flee school district:   https://nypost.com/2017/11/21/dozens-of-teachers-terrorized-by-out-of-control-students-flee-school-district/

Harrisburg teachers appeal to district for help with in-classroom behavioral issues:  https://www.pennlive.com/politics/index.ssf/2017/11/harrisburg_teachers_appeal_to.html

Chaos after ‘White Privilege’ Theory Influences Discipline Rules:
http://eagnews.org/update-more-school-districts-report-chaos-after-white-privilege-theory-influences-discipline-rules/

Obama-Era Initiative Wrong for Students and Teachers, Wrong on the Law:

 

 

Teachers: Please Take Our School Discipline Survey

Please let me invite all teachers for the Virginia Beach City Public Schools to take our School Discipline Survey.  It should only take a minute or two, and your responses will remain anonymous.  The survey is here:

https://www.surveymonkey.com/r/JX5SZFM

Thank you for helping us with this effort!

Lenient Disciplinary Policies Enabled Parkland Shooter

An intriguing article by Paul Sperry of Real Clear Investigations points to school discipline policy reforms as a significant factor enabling Nikolas Cruz, the Parkland shooter, to commit his heinous crime.  These reforms, aimed at reducing the number of suspensions and referrals to law enforcement, are said to have kept Cruz out of the reach of authorities when their involvement might have prevented the massacre.

According to the article:

“Despite committing a string of arrestable offenses on campus before the Florida school shooting, Nikolas Cruz was able to escape the attention of law enforcement, pass a background check and purchase the weapon he used to slaughter three staff members and 14 fellow students because of Obama administration efforts to make school discipline more lenient.

“Documents reviewed by RealClearInvestigations and interviews show that his school district in Florida’s Broward County was in the vanguard of a strategy, adopted by more than 50 other major school districts nationwide, allowing thousands of troubled, often violent, students to commit crimes without legal consequence. The aim was to slow the “school-to-prison pipeline.”

“‘He had a clean record, so alarm bells didn’t go off when they looked him up in the [NCIS] system,” veteran FBI agent Michael Biasello told RCI. “He probably wouldn’t have been able to buy the murder weapon if the school had referred him to law enforcement.’

“Disclosures about the strategy add a central new element to the Parkland shooting story: It’s not just one of official failings at many levels and of America’s deep divide over guns, but also one of deliberate federal policy gone awry.

“In 2013, the year before Cruz entered high school, the Broward County school system scrapped and rewrote its discipline policy to make it much more difficult for administrators to suspend or expel problem students, or for campus police to arrest them for misdemeanors– including some of the crimes Cruz allegedly committed in the years and months leading up to the deadly Feb. 14 shooting at his Fort Lauderdale-area school.

“To keep students in school and improve racial outcomes, Broward school Superintendent Robert W. Runcie — a Chicagoan and Harvard graduate with close ties to President Obama and his Education Department — signed an agreement with the county sheriff and other local jurisdictions to trade cops for counseling. Instead of the criminal justice system, students charged with various misdemeanors, including assault, were referred to counseling, which included participation in “healing circles,” obstacle courses and other “self-esteem building” exercises.

“Asserting that minority students, in particular, were treated unfairly by traditional approaches to school discipline, Runcie’s goal was to slash arrests and ensure that students, no matter how delinquent, graduated without criminal records.”

Read the whole thing here:  https://tinyurl.com/yau7uvte

Federal Regulatory Changes to Affect K-12

An article in the Washington Examiner by Emily Jashinsky looks at reforms being considered by the administration that will affect K-12 and higher ed. Titled “Betsy DeVos Looks to Curb Federal ‘Overreach’ in Education,” the article begins
The Department of Education has its sights set on regulatory reform in 2018. Led by Secretary of Education Betsy DeVos, who often speaks out against what she calls a “one-size-fits-all” approach to education, the department is focused on reviewing rules and requirements issued by previous administrations, seeking to curb what she says is federal overreach.
This effort will include continued review of Title IX guidelines to colleges and universities on the handling of sexual assault cases.  The previous guidelines, which have given rise to concerns for the due process rights of the accused, were rescinded in September.
The … department’s broader goal [is] “reducing overreach the department has engaged in in the past,” in an effort to “[free] up educators and administrators and institutions to actually serve students rather than be more worried about compliance.”
Indeed, teachers and administrators currently expend a great deal of time and energy on data collection and paperwork related to regulatory compliance, and this is a factor affecting morale at schools.
The article continues
On the K-12 level, a possible two-year delay of the “significant disproportionality” rule will likely be opened up for comment as well. The rule is a requirement that states note “when districts … discipline children from any racial or ethnic group at markedly higher rates than their peers.”
With disciplinary reforms already being of great current interest, critical examination of this rule might light the way toward better solutions overall.
Other possible changes include a school choice program (“vouchers”), and expansion of 529 savings plans to include K-12 expenses.
Original article here: http://www.washingtonexaminer.com/betsy-devos-looks-to-curb-federal-overreach-in-education/article/2644402

Cause and Effect

In December 2015, the School Superintendent’s Association published a column on school discipline, touting reforms intended to reduce suspensions and expulsions by adopting alternative approaches.

“Suspensions and expulsions often disengage and disconnect students from school, feed students into the juvenile system and criminalize children at increasingly younger ages: instigating a Cradle to Prison Pipeline. Harsh and punitive policies, including zero tolerance and the overuse of suspension and expulsion, can devastate the lives of children. We are committed to educational equity and reform to ensure the highest quality education for all students.


“In 2013 and 2014, AASA and The Children’s Defense Fund entered a partnership to explore alternative school district practices and system wide solutions for school leaders to bring back to their districts. This initiative was funded by The Atlantic Philanthropies….”

One of the school districts supported by this initiative has been Harrisburg, Pennsylvania.

Fast forward to November 21, 2017, and we learn from a New York Post article that “Dozens of teachers terrorized by out-of-control students flee school district.”

“A group of Pennsylvania teachers is sharing horror stories of getting beaten up by pupils as young as 6 — and begging their school district for help.  

“I have been kicked, punched, hit, scratched. I’ve had a student physically restraining me in front of my other students… And many of the personal things that I have bought for my classroom have been broken or destroyed,” first-grade teacher Amanda Sheaffer told the Harrisburg school board at its meeting Monday, according to the news website PennLive.  

“Many minutes are spent each day dealing with violence that is happening in the classroom,” Sheaffer said. “How am I supposed to have a safe, nurturing learning environment when this behavior happens?”  

“Sheaffer was one of about a half-dozen elementary school teachers and several parents who implored the board for help in dealing with increasingly violent and troubled kids.

“We aren’t complaining. We are here begging for help so that we can help those students,” said Harrisburg Education Association president Jody Barksdale.

“Barksdale represents some of the teachers asking for help and brought similar concerns to the board in January, according to PennLive.

“At least 45 teachers resigned between July and October because of kids terrorizing their classrooms, Barksdale claimed, according to Fox 43.

“Teachers and students are being hit, kicked, slapped, scratched, cussed at … and observing other students flip over tables, desks and chairs,” she said. “Teachers have had to take the rest of their class into the hallway to protect them during these outbursts. Not much has changed since last January.”

Indeed, these include schools (Harrisburg, PA) in which the disciplinary reforms had been instituted only a few years ago.  It is clear that the students have learned something:  they have learned that there are no meaningful consequences for misbehavior at these schools.  It is not yet clear whether the administrators have learned anything.

The Downside to Recent Disciplinary Reforms at VBCPS

An article in today’s Virginian-Pilot (https://tinyurl.com/y8wdvyo2) informs us that “Virginia Beach schools see a drop in suspensions. But teachers feel less safe.” These changes have followed the adoption of certain disciplinary practices that have already been implemented in numerous other school districts throughout the country. Termed “restorative justice,” these practices seek to reduce the number of suspensions by employing alternative interventions. Such an intervention could range from a teacher-student dialogue to a more formal conference involving students, staff, teachers and family members; in any case, the goal is to encourage students to reflect on their actions, take responsibility for them, and resolve to be better behaved in the future.

Although the number of suspensions has gone down in the past year, this reduction has come at a price. According to the Pilot, “more than 1 in 8 teachers said their school did not provide a safe and orderly place to learn,” about double the ratio from the previous year. The article continues, “Some students are more comfortable acting out…because they’re not worried about punishment.”

Let’s have a look at the effects that these disciplinary policy changes have had in other school districts. In New York City, according to a study published by the Manhattan Institute, there have been fewer suspensions; however, there have been dramatic increases in violence, drug and alcohol use, and gang activity. Furthermore, the non-elementary schools with the greatest percentage of minority students have suffered the worst declines in climate. The same study reports that in Chicago, a teacher told the Chicago Tribune that the new disciplinary policies resulted in “a totally lawless few months” at her school. Says Max Eden, the study’s author, students in Denver threatened to harm or kill teachers “with no meaningful consequences” under the new practices. A teacher is quoted as saying “classes are being disrupted, student learning is being decreased…in all grade levels” in the Omaha World-Herald. In Oklahoma City, “Good students are now suffering because of the abuse and issues plaguing these classrooms.” (See the full report here: https://tinyurl.com/ybggk628.)

It is clear that these are not trends we would like to see in the Virginia Beach schools. Disciplinary policy reform for reducing the number of suspensions is a laudable goal. The challenge, as ever, is to reduce the number of disciplinary cases by getting to their organic causes. This should not be done at the expense of school climate and classroom safety. Let us work with the school administration, teacher advocacy groups, our elected officials, and other concerned members of the community to ensure that these policy reforms are truly in the best interests of our children and teachers.