Education Week - April 1, 2015 - (Page 25)

tive behavior, violence, and possession of weapons on school campuses would automatically result in harsh and serious punishment. This single policy opened the gateway for a grossly disproportionate number of young black males to be punished and subsequently excluded from schools. In time, infractions such as talking back, disrupting class, wearing hats, or listening to music on earphones could be cause for suspension or expulsion. The practice in many districts became one of punishing defiance, not delinquency, which led to arrests and students' missing more time from school. More serious infractions, such as fighting, could lead to students' being referred to local justice systems, including children as young as age 10. Minor infractions, which could and should be handled by school officials, began to result in the involvement of local police, the arrest of minors, and the filing of criminal charges. Not surprisingly, the effects of school arrests can be debilitating for a lifetime. A University of Chicago study revealed that high school students with one school arrest had a 26 percent graduation rate, compared with their non-arrested peers' rate of 64 percent. The consequences of a lifetime with no high school diploma and a criminal record are clear, so how should schools, parents, and caregivers respond? For school officials, the task is complicated, yet critical. Many districts are taking a closer look at disciplinary data to examine the race and gender breakdown of school suspensions and expulsions. In Delaware, for example, district officials are taking a close look at school-by-school data, and drilling down further to look at specific teachers who have persistent records of referring students. The goal is not to point fingers, but to identify which teachers disproportionately export and expel those they deem to be "problem students." It is essential to help these teachers acquire the necPAGE 26 > TYRONE HOWARD is a professor of education and the director of the Black Male Institute at the graduate school of education and information studies of the University of California, Los Angeles. " Now is the time for school personnel to enter the conversation to create more equitable and just learning environments for all students." I The president's No Child Left Behind law contains no plan to support racial integration or to further equity among poor and affluent schools. Pedro A. Noguera & Robert Cohen May 19, 2004 "The Legacy of 'All Deliberate Speed'" www.edweek.org/go/esea-noguera With the passage of the No Child Left Behind Act, the federal government launched a historically unprecedented set of demands, with virtually no prior policy research, and with no provisions or resources for effectively studying the legislation's unintended effects. Eric Schaps May 9, 2007 "Why the No Child Left Behind Act Is Unsalvageable" www.edweek.org/go/esea-schaps The Ticking Clock of American Education By Rebecca Givens Rolland t was only a bit after 6 in the morning, and I was already on the public bus to work. As a speech-language pathologist working at a high school, I had the same schedule as the students'. Often, while observing students or working with their teachers, I followed them around from class to class. The routine was exhausting-over the course of the day, I often saw students only gradually waking up. On a typical day, I met with students to support their reading and language development. One of them, Mark, kept his head on the desk, looking like he needed a shot of caffeine. I knew he was a creative, talkative 8th grader who loved to draw pictures and write poems. "How are you doing?" I asked him, feeling as though I already knew the answer. "Tired," he said. "I've got test prep all day, then homework and soccer practice after. Probably won't go to bed before 4." We tried to problemsolve his schedule, to talk to the teachers about reducing his homework or planning for how to finish his work in study hall. He just sighed, saying it all had to get done. Later that year, I went into his classroom and saw Mark sitting silently at the back of the room. "He doesn't seem to care," the teacher told me. "It's like all the energy's been taken out of him." When I asked what they were doing, she told me it was testing season, and their focus on novels and character traits had been replaced by discussions of which bubble to fill. Mark's notebook, once filled with pages of interwoven stories and drawings, was blank. There is a problem at the heart of American education: a problem of time. We are trying to solve an impossible equation, and though we keep manipulating the pieces, a more fundamental issue is at play: Schooling and children's development are misaligned. Parents and teachers often consider that "more is more"-that, in the language of the national Race to the Top initiatives, we need to speed children along as fast as possible. This push, while well-intentioned, is counterproductive. Children need time to sit with a subject, to see mistakes not as humiliations, but as chances to learn. Teaching should celebrate rather than suffocate error, seeing those errors as a key http://www.edweek.org/go/esea-noguera http://www.edweek.org/go/esea-schaps http://www.edweek.org/go/commentary

Table of Contents for the Digital Edition of Education Week - April 1, 2015

K-12 Law’s Legacy Blend of Idealism, Policy Tensions
Testing Security Prompts Scrutiny Of Social Media
Virtual Spec. Ed. Is Evolving Option
Turnover at Top Can Leave Funders Wary
Education Week - April 1, 2015
News in Brief
Report Roundup
New Studies Affirm Impact of Board-Certified Teachers
Blogs of the Week
Honored Educator Decries Current Climate for Teaching
‘Opt-Out’ Push Sparks Queries For Guidance
Texas Lawmakers Wrangle A Herd of Education Measures
A View From the Top As the Policy Clock Ticks
Blogs of the Week
TYRONE HOWARD: Decriminalizing School Discipline: Why Black Males Matter
THE ESEA AT 50: Perspectives From the Archives
REBECCA GIVENS ROLLAND: The Ticking Clock of American Education
Letters
TopSchoolJobs Recruitment Marketplace
MARILYN BURNS: What Reading Instruction Can Teach Us About Math Instruction

Education Week - April 1, 2015

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http://www.nxtbookMEDIA.com