LearnmoreMN Blog

We must dismantle the school to prison pipeline in Minnesota

A Call to Action

By Nekima Levy-Pounds, May guest blogger

Teachers, administrators, and parents are often unaware of the critical role that school policies play in determining whether a child is on his or her way to college or prison. In Minnesota, children as young as 10 years old may be incarcerated in a juvenile detention facility for violating the law. Minnesota is also one of eight states with the greatest rates of racial disparities within its juvenile justice system.

Disturbingly, roughly 25% of referrals to the juvenile justice system are made by schools. According to the Children’s Defense Fund, African American children are over-represented amongst those in the juvenile justice system. This carries with it a whole host of consequences, including high rates of trauma experienced by children in detention, a greater likelihood of adult criminality and difficulty reintegrating back into society after being released from detention.

Although some may feel that if you “do the crime, you should do the time,” the lines between childish antics and criminality are often blurred when it comes to conduct that occurs on school premises. For example, when I was a student in school, a school fight would likely result in suspension or in extreme cases, expulsion. Now, when a school fight occurs, the youths involved in the fight may be referred to the school resource officer, who in turn may take the youths to the juvenile detention center (JDC).

Once a child is taken to the JDC, he or she may spend one or more nights locked in secure detention. The child will then have to appear before a judge, be appointed legal counsel and make grown-up decisions; with or without the involvement of a parent throughout the process. Although many believe that a child’s juvenile record disappears when the child turns 18, this is not often the case, as some juvenile records remain accessible until a child’s 28th birthday. As such, employers and landlords are frequently unwilling to hire someone with a juvenile history. Once this occurs, the child will more likely dive deeper into the criminal justice system and have little hope for breaking the cycle of incarceration.

In order to dismantle the school to prison pipeline in Minnesota, we must ensure that the JDC is reserved for only those youths who need to be there. Schools must become more selective about making referrals to the system and find creative and less damaging ways to address misbehavior on the part of students.

For more information, see Children’s Defense Fund, Cradle to Prison Pipeline Campaign.

Calling it as I see it

Why the use of the term “achievement gap” makes a bad situation worse

By Nekima Levy-Pounds, May guest blogger

For years, we have invariably used the term “achievement gap” to describe educational disparities between white and black youths in Minnesota. It occurs to me that this term fails to accurately articulate the truth of why children of color are falling through the cracks within our public education system. For one, the term “achievement gap” is deficit-based language that implies that blame for children’s failure to “achieve” falls upon their own shoulders and is a result of their unwillingness or lack of motivation to work hard in school. (It is the Horatio Alger “pull yourself up by your bootstraps” myth in disguise.) However, for many children who struggle in school, external circumstances like chronic poverty and marginalization often hinder them from obtaining equal opportunities to achieve success.

For example, a child who has attended school in a wealthy suburban area typically receives advantages to which a poor child would not ordinarily be privy. The child in the wealthier community will likely gain access to more highly qualified teachers, newer textbooks, access to the latest technology, smaller class sizes, privately-financed extra-curriculars and inside knowledge of the unwritten customs and rules of mainstream society.

Meanwhile, a poor child of color is forced to contend with less qualified teachers, used or even no textbooks, lower teacher expectations, over-crowded classrooms, and a lack of racial diversity and cultural competence amongst teachers. Further, the recent report entitled: "Double Jeopardy: How Third- Grade Reading Skills and Poverty Influence High School Graduation" (Annie E. Casey Foundation) establishes that “children whose families live in poverty often lack resources for decent housing, food, clothing, and books, and they often do not have access to high quality child care and early education... .”

Rather than labeling the cumulative effects of these conditions as an “achievement gap,” I prefer the analysis provided by Carter G. Woodson, who wrote a book describing these issues in 1933, aptly called, The Mis-Education of the Negro.  Thus, I see the educational disparities as the result of “mis-education” or an “opportunity gap” experienced by poor children of color. In order to tackle these issues effectively, we have to provide equal access to educational opportunities, teachers qualified to teach poor children of color and language that accurately identifies the issues. In essence, the “achievement gap” rhetoric is a misnomer that sets us back, rather than pushes us forward in creating equal opportunities to succeed for all children.