….concerning high suspension rates and outlines new disciplinary policy in student handbook to address the concern.
In Prince George’s County Public school system, there were 15,615 suspensions in the 2011-2012 school year and 13,951 in 2012-2013, a drop of 1,664.
Prince George’s County schools (PGCPS) have a new discipline policy that officials hope will reduce the number of suspensions following our expose in corroboration with Washington post and keep students in school. The PGCPS school district has done a good thing by improving their disciplinary code for students. Enforcing too many days of suspension leads to students falling behind on their homework and many never catch up again. Since many students are punished for misbehavior, in many school districts around the country, this is a good improvement for sure. Zero tolerance should not be a base for disciplinary codes.
According to Washington post, …”The policy, outlined in a handbook recently distributed to the county’s 123,000 students, reduces the number of offenses that could include suspension as a punishment and places a maximum number of days a student can be kept out of class for a specific offense.”… >>Read more Washington post
Many schools across the nation report increases in the use of punitive disciplinary methods (e.g., suspension). As a result, many students on suspension become a problem to our society. The need for these disciplinary practices to address serious student misconduct is undisputed. However, what research has questioned is why some students seem to be suspended more often than others, what effects suspension has on students, and whether or when alternatives to suspension might be more effective practices than suspension itself.
In general, African-American male students are suspended at higher rates than are other racial/ethnic groups. While the reasons for the connection between race and school discipline is not clear, this relation likely occurs because of an interplay among many factors that cut across student-, teacher-, administrative-, policy-, institutional-, and community-level factors. Research suggests that school systems that incorporate comprehensive schoolwide practices that are positive, consistent, collaboratively regulated, and culturally sensitive are much more likely to have lower rates of suspension than schools without such practices. School systems that incorporate such comprehensive proactive policies are also much more likely to enhance their students’ current and future academic achievements as well as their broader life successes.
We are like farmers. We plant seeds of thought and emotions in our lives. That which we plant will produce effects in which we must live. There can be no effect without a cause. The cause is what we believe, how we act and react to what we experience. The cause lies within us. It is the essence of our being, our spirit. ~ Iyanla Vanzant