Name of Report: Rhode Island Racial Bias and School Discipline Task Force
Organizational Affiliation: The National Conference for Community and Justice
Author: Anthony Maione
Date: August 28, 2002
Contact Information: National Conference for Community and Justice
475 Park Avenue South, 19th Floor
New York, NY 10016
(212) 545-1300 (telephone)
(212) 545-8053 (fax)
Pages: 13
Content Summary
In response to a resolution passed by the Rhode Island House of Representatives directing Peter McWalters, Commissioner of Elementary and Secondary Education, to examine racial disparities in school discipline and take action to eliminate such racial bias in all public schools, a “Steering Committee” and Task Force which included parents, students, community leaders, union representatives, and educators was created to examine data and make recommendations for equitable school discipline. The committee noted early on that suspension was particularly problematic as the loss of in-school time is detrimental to academic achievement. The report consists of four (4) critical categories in need of improvement, immediate actions taken, their respective recommendations as well as two cited underlying issues. The critical categories include the reliability of data, the over-representation of low-income and minority student in suspension data, professional development and promising practices, and the inconsistent awareness and application of school discipline. The addressed underlying issues are school climate and family Involvement
Major Findings
Both race and economic status factor in school suspensions. As racism has placed minorities in the lowest socio-economic strata one cannot deny the link between poverty and race. One third of schools show an over-representation of low-income and minority school suspensions. African-Americans are primarily the victims of biased school suspensions; biased suspensions among Latinos are rising. Because these issues are systemic so policy and procedure are perhaps the best remedies. This report finds notes that frequent suspension does not address the educational issues of students; safe, healthy, nurturing school environments are necessary to mold acceptable behavior.
Unaddressed Issues Or Concerns
This study fails to address language diversity, cultural alienation, and instructors who view such differences as deficits as important under-achievement factors that cannot be ignored. For example, Providence is being watched as test case where 50 percent of the districts students are Latinos who speak little or no English in order to preview how other school systems will fare (Zehr 2000). In Vang and Flores’ article about Hmong-Americans the authors cite the important of having teachers who are sensitive to cultural difference (Vang, Flores 12).
Reference List
Vang, Tony, and Juan Flores. “The Hmong Americans: Identity, Conflict, and Opportunity.” Multicultural Perspectives 4 (1999): 9-14.
Zehr, Mary Ann. “Un Dia Nuevo for Schools.” Education Week 20.10 (2000): 1-12.
How to Access Report
See contact information.