Just Discipline and Just Schools Disrupting the Root

Just Discipline and Just Schools: Disrupting the Root of the School-to-Prison Pipeline James P. Huguley, Ed. D University of Pittsburgh Center on Race and Social Problems March 28, 2019 1

“Life as a shorty shouldn’t be so rough. ” –Inspectah Deck, Wu-Tang Clan 2

Black Youth Perspectives on Discrimination: Pittsburgh Parenting Project survey of 507 Black 5 th -10 th graders in Greater Pittsburgh • 41% say that they have been disciplined unfairly in school because of their race • 38% of high school students have been treated unfairly by police or security because of their race • 43% disagree that “people of my ethnic group are respected by others” • 47% disagree that “people in this country view people in my ethnic group as an asset” • 51% disagree that “people in this country value the lives of people in my ethnic group” 3

The Just Discipline Project Center on Race and Social Problems Motivation Center Supported by The Heinz Endowments Phase 1: Literature on the roots of the school-to-prison pipeline Phase 2: Examine the use of school discipline rates in Greater Pittsburgh Research on effects of exclusionary practices Phase 3: Develop and implement a best practice model Shawn Thomas, MSW, Restorative Practices Coordinator, with students from Woodland Hills Intermediate School

The Double Edged-Sword of Discipline Suspension rates are high in urban districts (as many as 60 suspensions per 100 students) Disparity rates are exceedingly high in suburban districts (as much as 8 to 1) Black students in Greater Pittsburgh are suspended at over 7 times the rate of other students 5

Race, Suspensions, and Academic Outcomes at the School Level Research Question 1: Does racial composition of the school predict suspensions above and beyond other expected predictors of suspension rates? Research Question 2: To what degree are suspensions associated with academic achievement independent of other known school level predictors? Data: Pennsylvania State Department of Education School-Level Data Sample: 677 public high schools in PA Method: Ordinary least squares regression 6

Suspension Rates and Race School-level Suspensions per 100 Students (SE B) B Percent Black 0. 30*** (0. 01) 0. 42 Free or Reduced Lunch 0. 12*** (0. 01) 0. 21 Percent of students with IEPs 0. 42*** (0. 04) 0. 16 -0. 3 (0. 72) -0. 01 Charter Status -3. 48** (1. 31) -0. 04 Enrollment 0. 01*** (0. 00) 0. 14 Title I Status 7

Suspension Rates and Black Graduation Rates Graduation Rate Algebra Literature Biology B (SE B) Suspension Rate -0. 06** (0. 02) -0. 18*** (0. 03) -0. 19*** (0. 03) -0. 18*** (0. 03) Percent Black 0. 01 (0. 02) -0. 11*** (0. 03) -0. 03 (0. 03) -0. 18*** (0. 03) Free or Reduced Lunch -0. 14*** (0. 02) -0. 29*** (0. 03) -0. 18*** (0. 02) -0. 34*** (0. 03) Percent of students with IEPs -0. 29*** (0. 05) -1. 07*** (0. 09) -1. 03*** (0. 07) -0. 86*** (0. 07) Title I Status -0. 28 (1. 25) -0. 53 (0. 89) -1. 00 (1. 34) Charter Status -4. 96*** (1. 47) (1. 86) -2. 06 (1. 70) -9. 60*** (1. 89) (0. 99) -0. 39 -9. 16*** 8

The Just Discipline Model Intensive Interventions Structural Supports Attention to poverty, social issues, and race Integrated Behavioral Systems Full-time Staff for Discipline Programs Strong Relational Climate School Community Buy-In Just Discipline Policies

Pilot Project at Woodland Hills Intermediate School Profile • • • Grades 4 -6 610 students 72% Black 78% economically disadvantaged 28% special education 12 municipalities served 10

Tier 1 Activities: Relationship and Community Building • Student Leadership Group (LIT Leaders) • Teacher Advocate Group (LIT Teachers) • Community Circles • Grade level Competitions

TIER 2: Strategic Response Classroom Reset Circles Involves correcting a group of student(s) wrongdoing that disrupts classroom environment within a class period or teacher Healing Circles Usually intense in nature due to the fact that harm has occurred or there is a high probability that it may occur

TIER 3: REENTRY Purpose is to ensure a smooth transition back into school environment Circles are done upon reentry Re-develop their sense of self and belonging

Preliminary Results: Year 1 Outcomes for Woodland Hills Intermediate Ø 45% decline in fights leading to suspension Ø 17% decline in referrals related to student aggression Ø 19% Decline in individual students suspended Ø 17% increase in students’ perceived level of school safety Ø Academic gains in ELA, Math, and Science Ø 40% Decline in total suspensions so far in year 2! 14

Lincoln Elementary Affiliate School Outcomes for Lincoln Elementary Ø 90% Decline in total suspensions Ø Academic proficiency increases in ELA, Math, and Science 15

Future Directions • Replicate work at more schools • Incorporate mental health and trauma supports • Policy advocacy in our region and beyond 16

Thank You! James P. Huguley@pitt. edu 17

Results: Urban districts tend to have elevated suspension rates On average, high suspension districts are 79% FRL 18

Suburban Districts have higher racial discipline disparities