Disproportionality Fills in the Gaps: Connections between Achievement, Discipline and Special Education in the School-to-Prison Pipeline

Autor/inn/en	Annamma, Subini; Morrison, Deb; Jackson, Darrell
Titel	Disproportionality Fills in the Gaps: Connections between Achievement, Discipline and Special Education in the School-to-Prison Pipeline
Quelle	In: Berkeley Review of Education, 5 (2014) 1, S.53-87 (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-5578
Schlagwörter	Disproportionate Representation; Critical Theory; Race; Racial Differences; Discipline; Special Education; Juvenile Justice; Delinquency; Educational Policy; Case Studies; Correctional Institutions; Institutionalized Persons; Social Justice; Intervention; Labeling (of Persons); Achievement Gap; Academic Achievement; Eligibility; Minority Group Students; White Students; Statistical Analysis; Databases; Educational History; Court Litigation; Desegregation Litigation; School Desegregation; State Legislation; Disabilities; Educational Legislation; Federal Legislation; Equal Education; Graduation Rate; Colorado + Suchen Sie Ihr Suchwort? Kritische Theorie; Rasse; Abstammung; Rassenunterschied; Disziplin; Special needs education; Sonderpädagogik; Sonderschulwesen; Jugendgerichtshilfe; Kriminalität; Politics of education; Bildungspolitik; Case study; Fallstudie; Case Study; Jugendstrafvollzug; Soziale Gerechtigkeit; Labeling-Ansatz; Schulleistung; Eignung; Statistische Analyse; Datenbank; History of education; Bildungsgeschichte; Rechtsstreit; Integrative Schule; Landesrecht; Handicap; Behinderung; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	The focus on the achievement gap has overshadowed ways in which school systems constrain student achievement through trends of racial disproportionality in areas such as school discipline, special education assignment, and juvenile justice. Using Critical Race Theory, we reframe these racial disparities as issues of institutionalized racism. First, we examine specific education policies and laws that contribute to racialized populations becoming part of the School-to-Prison Pipeline. Second, using a state-level case study in Colorado, we illustrate through critical race spatial analysis the increasing overrepresentation of students of color as they move through the School-to-Prison Pipeline from public schools to the juvenile justice system. Finally, we discuss suggestions for improving racial equity and reducing the flow of the School-to-Prison Pipeline. (As Provided).
Anmerkungen	Berkeley Graduate School of Education, University of California, 5648 Tolman Hall, Berkeley, CA 94702. Tel: 510-328-3701; e-mail: bre_editor@berkeley.edu; Web site: http://www.berkeleyreviewofeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01