Education Week - April 1, 2015 - 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

Education Week - April 1, 2015

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 - Education Week - April 1, 2015
Education Week - April 1, 2015 - 2
Education Week - April 1, 2015 - 3
Education Week - April 1, 2015 - News in Brief
Education Week - April 1, 2015 - Report Roundup
Education Week - April 1, 2015 - New Studies Affirm Impact of Board-Certified Teachers
Education Week - April 1, 2015 - Blogs of the Week
Education Week - April 1, 2015 - Honored Educator Decries Current Climate for Teaching
Education Week - April 1, 2015 - 9
Education Week - April 1, 2015 - 10
Education Week - April 1, 2015 - 11
Education Week - April 1, 2015 - 12
Education Week - April 1, 2015 - 13
Education Week - April 1, 2015 - 14
Education Week - April 1, 2015 - Texas Lawmakers Wrangle A Herd of Education Measures
Education Week - April 1, 2015 - Blogs of the Week
Education Week - April 1, 2015 - 17
Education Week - April 1, 2015 - 18
Education Week - April 1, 2015 - 19
Education Week - April 1, 2015 - 20
Education Week - April 1, 2015 - 21
Education Week - April 1, 2015 - 22
Education Week - April 1, 2015 - 23
Education Week - April 1, 2015 - THE ESEA AT 50: Perspectives From the Archives
Education Week - April 1, 2015 - REBECCA GIVENS ROLLAND: The Ticking Clock of American Education
Education Week - April 1, 2015 - Letters
Education Week - April 1, 2015 - 27
Education Week - April 1, 2015 - TopSchoolJobs Recruitment Marketplace
Education Week - April 1, 2015 - 29
Education Week - April 1, 2015 - 30
Education Week - April 1, 2015 - 31
Education Week - April 1, 2015 - MARILYN BURNS: What Reading Instruction Can Teach Us About Math Instruction
Education Week - April 1, 2015 - CT1
Education Week - April 1, 2015 - CT2
Education Week - April 1, 2015 - CT3
Education Week - April 1, 2015 - CT4
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