The Special Counsel for the Education Group of the NAACP’s Legal Defense and Educational Fund recently decried what she termed the “education to prison” pipeline. The point she made was that black students, even at early primary school levels, are three times more likely to be suspended or expelled than are their white peers and that fifty percent of arrest referrals from schools involve black or Latino students. According to the attorney, such suspensions result in so much time lost from learning and disaffection with school that a much higher percentage drop out of school and/or end up serving time in prison, yet ninety-five percent of the infractions that result in suspension or expulsion from school involve non-violent offenses such as disruption of class or abusive talking back to a teacher.
The proposed solution? Focusing on “instructional discipline” and referring the problem students to guidance counselors rather than the police.
First off, instructional discipline doesn’t work if the student won’t do it, nor can guidance counselors help if the students won’t listen – and those are the very behavior patterns that cause students to get suspended in the first place. It’s not that the students are initially bad; it’s that the culture from which they come hasn’t provided them with the behavior patterns necessary for scholastic success. What makes matters worse is that these students desperately need discipline in their lives, but because of their background, they won’t get it outside of school and “modern” requirements for teachers make it almost impossible for classroom teachers to supply that.
A relative of mine was teaching in a city school several years ago when a second grader told her that he wasn’t going to do an in-class assignment… and that if she insisted, he’d yell and claim that she beat him. She said he needed to do it. He repeated the threat. She insisted. He screamed. She called the principal, who said that she could either recommend suspension… and face possible legal threats, or not insist on the boy doing the work. She quit and found a job in a suburban district where she taught successfully for years.
Abusive talk and disruptive behavior in a classroom are not “minor” problems. They threaten the learning of all the non-disruptive students, and if a teacher is required to spend the time necessary with the disruptive student, then the other students suffer. There is only so much time available in a class period or school day, and putting any additional burden on the classroom teacher simply penalizes the other students.
There are very successful charter schools in some of the toughest inner-city neighborhoods in the United States. And yes, they have dedicated teachers, but a great number of regular public school teachers are also dedicated. What the successful charter schools all have in common is that there is a commitment to a disciplined approach to learning and that disruptive behavior is simply not allowed. In most, but not all, cases, this also requires a commitment on the part of the parent/parents. Regular public schools don’t have those options, not with the feeling that every student, no matter how disruptive, has the “right” to an education.
The problem in the non-charter public schools is that essentially the only tool left to a classroom teacher to deal with highly disruptive students is to remove them. This solves the immediate problem, but not the underlying one, yet well-meaning people like the special counsel mentioned above don’t seem willing to accept that the basic problem doesn’t lie with the schools, but with the culture in which those students grow up, and in which they still spend most of their time. And until that problem is addressed, one way or another, there will continue to be problem students who get into more and more difficulties until they work their way from indifferent or non-learning school behavior to underemployment or prison… and all too many “reformers” will continue to blame the teachers or insist that those teachers undertake tasks that are impossible in most cases in the conditions under which they work. Just like the problem students, too many “reformers” have exhibited a failure to learn.