Minnesota

Free Webinar: How to Go from Mad to Movement Building!

Join the Opportunity to Learn Campaign (along with members of the Dignity in Schools Campaign, our partner in the Solutions Not Suspensions initiative) for a 60-minute webinar on October 3rd to learn how you can go from outrage over harsh school discipline polices to movement building! This webinar will examine how student organizers in Philadelphia were able to collect necessary data, build their coalition, and win a decisive victory bringing about alternatives to out-of-school suspensions.


Free Webinar! Solutions Not Suspensions:
How to Go from Mad to Movement Building

October 3, 2012, 2:00-3:00 PM EDT

Schott Foundation Releases "The Urgency of Now: 50 State Report on Black Males and Public Education"

The Urgency of Now: The Schott 50 State Report on Public Education and Black Males finds that almost half of Black and Latino males do not graduate high school in four years.  Without a policy framework that creates opportunity for all students, strengthens supports for the teaching profession and strikes the right balance between support-based reforms and standards-driven reforms, the U.S. will become increasingly unequal and less competitive in the global economy. Where does your state rank? Visit www.blackboysreport.org to learn more!

Solutions Not Suspensions! A Call for a Moratorium on Out-of-School Suspensions

Today the National Opportunity to Learn Campaign is joining forces with the Dignity in Schools Campaign to launch Solutions Not Suspensions, a call for a moratorium on out-of-school suspensions. Every year, 3.3 million students in the United States are suspended from school, causing them to miss critical learning time, as well as opportunities to grow and succeed. Recent federal data show that Black and Latino students and students with disabilities are disproportionately targeted by suspensions. Solutions Not Suspension is calling on states and districts to support teachers and schools in dealing with discipline in positive ways – keeping students in the classroom and helping educators work with students and parents to create safe and engaging classrooms that protect the human rights to education and dignity.

Solutions Not Suspensions

The National Opportunity to Learn Campaign and the Dignity in Schools Campaign Launch National Initiative on School Discipline

A Model Code on Education and Dignity: Presenting a Human Rights Framework for Schools

Publication Date: 
Wed, 2012-08-01
Type: 
policy
Category: 
equitable-instructional-materials

The Dignity in Schools Campaign Model Code on Education and Dignity presents a set of recommended policies to schools, districts and legislators to help end school pushout and protect the human rights to education, dignity, participation and freedom from discrimination. The Code is the culmination of several years of research and dialogue with students, parents, educators, advocates and researchers who came together to envision a school system that supports all children and young people in reaching their full potential.

Privatization As a Solution? Wrong. Try Again.

In her annual Message on Public Education, Jan Resseger, Minister for Public Education and Witness at the United Church of Christ Justice, denounces the privatization of public education as the abdication of our responsibilities as citizens of a democratic nation to provide all children with a fair and substantive opportunity to learn. The 10-page Message also functions as a primer on how different aspects of the privatization movement (from vouchers to education management organizations to charters and online schools) are undermining the principles of fairness and opportunity that our country holds so dear.

In her annual Message on Public Education, Jan Resseger, Minister for Public Education and Witness at the United Church of Christ Justice, denounces the privatization of public education as the abdication of our responsibilities as citizens of a democratic nation to provide all children with a fair and substantive opportunity to learn.

Opportunities Suspended: The Disparate Impact of Disciplinary Exclusion From School

Publication Date: 
Tue, 2012-08-07
Author: 
Center for Civil Rights Remedies at UCLA's Civil Rights Project
Type: 
reports
Category: 
equitable-instructional-materials

This report analyzes data from the U.S. Department of Education's Office of Civil Rights on school discipline and suspensions in the 2009-10 school year to reveal the unconscionable disparities regarding which students are pushed out of the classroom through out-of-school suspensions.The source data covers 7,000 school districts and represents 85 percent of all public school students, making this report the first and most comprehensive analysis of the impact of out nation's school discipline policies.

Millions of Students Locked Out of the Classroom

17 percent of all African-American students received out-of-school suspensions in the 2009-2010 school year compared to 7 percent of Latino students and just 5 percent of White students. Even more shocking, 25 percent of African-American students with disabilities were suspended the same year. In "Opportunities Suspended: The Disparate Impact of Disciplinary Exclusion From School," the Center for Civil Rights Remedies at the UCLA's Civil Rights Project analyzes data from the U.S. Department of Education's Office of Civil Rights on school discipline and suspensions in the 2009-10 school year. The comprehensive report reveals the unconscionable disparities regarding which students are pushed out of the classroom and locked out of school.

17 percent of all African-American students received out-of-school suspensions in the 2009-2010 school year compared to 7 percent of Latino students and just 5 percent of White students. Even more shocking, 25 percent of African-American students with disabilities were suspended the same year.

How to Measure the Well-Being of Our Children

The 2012 version of the Annie E. Casey Foundation's annual "KIDS COUNT Data Book" provides a wealth of information about the well-being of our nation's children, including state-by-state data on educational opportunities, economic security, access to healthcare and family and community environments. The report illustrates the deep disparities between children of color and their White peers and between children from wealthy and low-income families in access to the opportunities and supports necessary to succeed in school and in life. Overall, the report finds that a higher percentage of students of color are living in poverty, not attending preschool, not graduating on time and don't have health insurance compared to non-Hispanic White children.

Do Failures in Justice or Education System Increase Incarceration Rates?

Michael Holzman, Senior Research Consultant, Schott Foundation for Public Education

Higher graduation rates typically correlate to lower incarceration rates. Why then do states with higher graduation rates for students of color also witness higher rates of incarceration for the same population? Because our criminal justice system, and the school-to-prison pipeline, disproportionately affects students of color. 

Much of the literature on education and prison -- and "the school to prison pipeline" -- assumes a negative correlation between educational achievement and incarceration: the more highly educated a person, the less chance that he (it is usually he) will be incarcerated.

This belief is supported by data for male White, non-Latinos:

National Report Card: Is School Funding Fair?

Far too many states continue to deny public schools the essential resources they need to provide every child with a fair and substantive opportunity to learn. The Second Edition of Education Law Center's Is School Funding Fair? A National Report Card rates the 50 states on the basis of four "fairness indicators" - funding level, funding distribution, state fiscal effort, and public school coverage - and provides the most in-depth analysis to date of state education finance systems.

Far too many states continue to deny public schools the essential resources they need to provide every child with a fair and substantive opportunity to learn. The Second Edition of Education Law Center's Is School Funding Fair?

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