IndexIntroductionProblem DefinitionEvidenceAlternativesConclusionIntroductionTwo million children are arrested in the United States each year, and approximately 95% of these arrests are for nonviolent crimes (Mimms, 2014 ). Among these, African American youth are five times more likely than their White counterparts to be detained (Micahels, 2017), and children with disabilities make up approximately 32% of youth in juvenile detention centers (Elias, 2013). These disturbing statistics shed light on a national trend known as the school-to-prison pipeline, in which children are funneled out of schools and into the juvenile and criminal justice systems. This crisis is currently what I identify as one of the most serious and persistent injustices in the United States. This mini-analysis will use Bardach's (2012) “The Eightfold Path” to explore the root of this pervasive problem, investigating the nation's inability to gain approval to implement policies to protect and improve students Americans and to evaluate what solutions would most benefit communities across the country. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original EssayProblem DefinitionSuspension rates in the United States have nearly doubled from an average of 1.7 million per year in 1974 to approximately 3.1 million in the current year 2000 (Indicator 15: Retention, Suspension, and Expulsion, 2019). Racial minority students, namely African American children, are the most affected. According to a national study conducted by the U.S. Department of Education's Office for Civil Rights, African American students are 3.5 times more likely to be suspended or expelled than their White counterparts (Elias, 2013). An examination of the government report by Daniel J. Losen, director of the Center for Civil Rights Remedies of the Civil Rights Project at UCLA, found that black children make up about 18 percent of the school population and yet represent forty of them. -6 percent of those suspended more than once; furthermore, 1 in 4 black children in public school systems have been identified as having disabilities, which impact their ability to learn, and are suspended at least once, although only 1 in 11 white students are penalized for similar actions or behaviors (Elias , 2013). Administrators began developing more “zero tolerance policies” for behavioral problems, resulting in increased police presence in schools. The existence of actual police officers, known as Security Resource Officers (SROs), has increased by more than 38% since 1997 and has since led to more arrests for minor infractions as a disciplinary solution rather than counseling, detention and, ultimately, also suspension (USA). Department of Justice). When an SRO refers a student to juvenile court as a form of discipline, they are essentially turning the student over to the juvenile justice system, thus making it easier for the student to obtain a juvenile criminal record. Second offenses are likely to be punished much more harshly than first offenses which lands students in prison for years, during which in many cases they miss consecutive years of school; in addition to spending long periods of time away from family and home, they encounter life-changing traumatic experiences at such a young age (Mimms, 2014). As many as 66 percent of young people incarcerated in the juvenile prison system never return to school and are much more likely to end up in the criminal justice system as adults, where they are then exposed to more dangerous offenders. statistics composed ofall public school districts most recently during the 2013-2014 school year which revealed that Black preschool students were 3.6 times more likely to receive out-of-school suspensions (compared to their peers) and that Black girls were equally susceptible to higher suspension rates than black boys (Quinlin, 2016). In addition to race, students benefiting from the Individuals with Disabilities Education Act were twice as likely to receive suspensions from school. Education Secretary John King told reporters that minority students, including students of color, immigrant students and students with learning disabilities, are at a serious disadvantage in education. “We all lose in many ways. We lose economically because poorly educated people earn less, pay less taxes and need more services. They will also be more likely to end up in prison,” King said. As it turns out, King was right that high suspension rates come with very high long-term economic costs. The Civil Rights Project at the University of California, Los Angeles, released a report revealing that the cost of these suspensions was $35 billion in lost taxpayer revenue from keeping people in prison and paying for health care, since suspended students are more likely to be suspended. dropping out of school, earning less money, and becoming involved in the criminal justice system (Quinlan, 2016). Although increasing police presence in schools was intended as a means to deter further mass school shootings, not only is there little evidence that the decision was effective, but it also proved to be a more costly option as well as more harmful to students. In just the first six months following the deadly Parkland shooting, state legislatures in 26 states appropriated nearly $950 million for safety improvements and school resource officers. One Florida county voted to nearly triple the number of School Resource Officers, or SROs, at an additional cost of nearly $4 million (Thurau and Wald, 2019). NEA Today's Cindy Long conducted an interview with Byron E. Price, Ph.D., Dean of the School of Business and professor of public administration at Medgar Evers College of the City University of New York, on containment of student flow-pipeline prison: Long: Many schools already have the features of a prison: armed guards, metal detectors, high fences surrounding the grounds. How does this increase the flow of the school-to-prison pipeline? Price: “More officers lead to more students being criminalized in the pipeline. A 2005 Justice Department study found that children are much more likely to be arrested at school than they were a generation ago. The U.S. Department of Education found that more than 70 percent of students arrested in school-related incidents or reported to law enforcement are black or Hispanic. creates a climate of fear. It turns every disciplinary incident into a criminal incident” (2013). Alternatives One of the most popular alternatives proposed to out-of-school suspensions is what is known as restorative justice. Restorative justice is defined as the primary goal of getting students with a history of behavioral problems to take responsibility for their actions with the help of available counselors, mentors, and psychologists. A 2016 study of pretest data conducted by Denver Public Schools found that restorative practices offered to students in one semester were associated with reductions in suspensions during the following semester(Loveless, 2017). Findings from the American Civil Liberties Union (ACLU) report that for many students the process begins with a lack of support resources within schools and classrooms. The organization suggests that the public school system fails its students due to a lack of qualified teachers available for teaching, safety and counseling; overcrowded classrooms and insufficient funding for special education services and texts (2020). In addition to restorative justice, eliminating preschool suspensions and suspension-lift options for schools and school districts could lead to lower suspension rates and even impact secondary education options for students who might otherwise be affected by their disciplinary records from middle and high school. Research shows that the school-to-prison pipeline is heavily based on overall suspension rates across all levels of education. These two alternatives could have primary and secondary impacts on students, communities, and the overall educational experience. Policymakers at any level of administration or government could remove preschool suspensions from the table entirely. Senator Robert Casey of Pennsylvania and state Representative Tony Cardenas of California have worked together to overturn the juvenile justice system in the United States, arguing that there are much better solutions for nonviolent offenders. Each legislator has dedicated themselves to developing laws to introduce in their respective districts to support more cost-effective solutions, which they believe also reduce the rate of repeat offenders. Cardenas says: “The cost difference is incredible. For example, the average in the country to incarcerate a child in juvenile facilities is $88,000 a year, which is average. But the average prevention program that they might offer could cost up to $2,500 a year and, at most, about $20,000… The real interesting thing is, when we rehabilitate kids, what happens is we end up with seven out of 10 who do not relapse. In other words, they don't commit another crime, they don't create victims, they don't find themselves in front of a judge, seven out of 10. But when we just incarcerate... seven times out of 10 we'll have a child who will go back in front of a judge and eventually back in prison” (Mimms, 2014). A current Pennsylvania State House legislator has explored the possibility of amending the public school code to allow suspensions to be removed from student disciplinary records. The legislative proposal came after the Unionville-Chadds Ford School District in Pennsylvania made changes to its suspension policy allowing for a termination petition process for first-time offenders, with much success (Cephas, 2019). While it wouldn't be mandatory for schools to clear student records, this would give them the ability to do so and create some sort of process to follow to accomplish it. This alternative would not only impact school suspension rates, but would make room for students to have greater access to post-secondary education, further diverting them from the school-to-prison pipeline and preparing them for long-term success. “The Unionville-Chaddsford School District's noted success shows us that the time has come to promote and support efforts that move toward a system of evidence-based alternatives to minimize the use of exclusionary discipline while working to maximize our children's education. and learning experiences for a successful future” (Cephas, 2019). According to an analysis of federal data for the nonprofit.