Juvenile Justice Information Exchange (https://jjie.org/tag/education/page/2/)
Scrambling to respond to a wave of violence and escapes from other juvenile detention facilities, Louisiana state officials quietly opened the high-security lockup last summer to regain control of the most troubled teens in their care. Instead, they created a powder keg, according to dozens of interviews, photo and video footage and hundreds of pages of incident reports, emergency response logs, emails and education records.
For Madeline Borrelli, a special education teacher in Brooklyn, N.Y., having NYPD-trained law enforcement officers in schools is a cut-and-dry issue: “School safety agents,” she said, using their official job title, “ … should not exist at all.”
Every day, I walk into school greeted with silencing stares from armed police officers. They’re not facing the windows or the doors looking out for a stranger who could walk in and hurt my friends and me. Their eyes are on us, not some external threat. We walk past them silently, afraid that anything we do or say will be perceived as a “threat” that will lead to suspension, arrest or worse, physical harm.
Our schools have normalized this fear by allowing officers to patrol our hallways and criminalize us. In my county, a police officer was celebrated for tasing a Black freshman girl three times inside her school cafeteria.
More than 40,000 K–12 public school students in Washington experienced homelessness in 2017–18, a number that has nearly doubled in the past decade and likely will continue to grow because of pandemic-driven job losses. For these youth, remote schooling might mean attending class in a shelter room they share with their mother and two siblings. It might mean missing classes due to glitchy Wi-Fi or insufficient cellphone data. And, especially for homeless youth who are on their own, it might mean not having an adult who can help them with assignments and prod them to stay on track.
The COVID-19 crisis has laid bare the very real and dangerous problems of educational inequity in this country — and it has exacerbated them. Nowhere is this more stark than in the experiences of youth in the juvenile justice system — youth already routinely ignored, disenfranchised and left behind. Youth incarcerated during 2020 will likely have even less education than those incarcerated before the pandemic.
Youth have long faced challenges in receiving an education in the juvenile justice system. A new report, “Credit Overdue: How States Can Mitigate Academic Credit Transfer Problems,” highlights the numerous shortcomings of educational programs within juvenile justice facilities that persisted even before the additional obstacles created by COVID-19.
Youth in juvenile justice detention centers and longer-term placements face educational instability as they are moved from facility to facility within the juvenile justice system. The curriculum of juvenile justice schools is often academically inferior and may not align with state requirements and standards.
Is it possible to educate youth in the adult criminal justice system? As Marshall Project reporter Eli Hager recently observed, “In the U.S., there is adult jail and there is school, and the two rarely go together.”
The Austin-based advocacy organization Texas Appleseed recently released a report examining the financial impact on several Texas school districts of using exclusionary discipline techniques, including expulsions, out-of-school suspensions and alternative education program referrals. The findings in “Breaking Rules, Breaking Budgets: Cost of Exclusionary Discipline in 11 Texas School Districts” stem from an evaluation of about 25 percent of the state’s 4 million public school students. According to researchers, the total “cost of discipline” for the 11 school districts studied resulted in a combined $140 million in expenditures from 2010 to 2011. The combined cost includes a number of factors, including the cost of operating alternative education campuses, security and monitoring expenses and overall lost state funding due to out-of-school suspensions. Researchers said that budgetary constrictions - including a recent $5.4 billion cut to the state’s public education budget - means Texas school districts will have to be more strategic in selecting effective, evidence-based programs to improve student outcomes.
UPDATE, MAY 31: Following an intense public backlash, Texas Judge Lanny Moriarty dismissed contempt charges Wednesday against Diane Tran - a 17-year-old high school student punished last week for truancy. Tran, an 11th grade student at the Houston-area Willis High School, spent 24 hours in a Montgomery County jail last week and was ordered to pay a $100 fine for excessive truancy, Houston’s KHOU-11 reports. Under Texas law, students are allowed to miss no more than 10 class days during a six-month window; reportedly, Tran had missed 18 days for that school year. Following her parents’ separation, Tran has been financially supporting her siblings, working full time at a dry cleaning operation and performing part-time work as a wedding planner. Considered a legal adult under state law, Tran was warned about her absences - considered a misdemeanor offense within the state - by a judge in April.
It might make for a more leisurely summer, but Kennesaw State University student Steven Welch didn’t dump college courses to have more free time. He did it because he couldn’t afford the cost. Welch, 24, had to make the move because he no longer qualified for a Pell Grant to cover the cost of summer tuition. Restrictions on the grant program, long used to help low-income and some middle-class students stem the cost of higher education, were enacted by Congress last year -- but students are feeling the impact for the first time this summer as the changes are implemented across the country. Before this summer, students could use more than the allotted $5,550 per year to help cover the cost of tuition and other school related expenses.
Drop out factories. Since coined by a Johns Hopkins researcher working on high school dropout issues in 2004, that’s the name given to schools that lead our nation in dropout rates, graduating less than 60 percent of their students each year. Around the country, half of the more than 1 million students that fail to graduate high school each year come from just 12 percent of the nation’s schools, according to U.S. Department of Education statistics. President Barack Obama, retired General Colin Powell and Secretary of Education Arne Duncan, among others, have taken notice. Since 1980, dropout rates around the United States have decreased – and graduation rates are up – but nearly one in four public school students still leave high school without a diploma.