Backing Away From Zero Tolerance

NYT  EDITORIAL BOARDMARCH 26, 2015

Schools across the country are rightly backing away from “zero tolerance” disciplinary policies under which children are suspended for minor misbehavior that once would have been dealt with by the principal and the child’s parents or with a modest punishment like detention. The schools are being pushed in this direction by studies showing: that suspensions do nothing to improve the school climate; that children who are thrown out are at greater risk of low achievement and becoming entangled with the juvenile justice system; and that minority children are disproportionately singled out for the harshest, most damaging disciplinary measures.

A new study of Chicago public schools by the University of Chicago Consortium on Chicago School Research shows that the trend is beginning to take hold there as well. Beginning in 2009, the district started using policies that were intended to cut down on suspensions and expulsions by solving garden-variety disciplinary problems within the school walls. Among these was the Culture of Calm initiative through which high schools stepped up counseling and introduced a peer-driven system for student juries to mediate disputes that might otherwise have led to fights and suspensions.

Judging from suspension data, the initiatives seem to be working. In the 2013-14 school year, for example, 16 percent of high school students received an out-of-school suspension, down from 23 percent in 2008-9. Over the same period, both high school students and high school teachers have reported in surveys that their schools felt much safer, less disruptive and more orderly.

While these data are promising, out-of-school-suspension rates in the district are still too high, particularly for at-risk students. For example, 24 percent of high school students with a disability and 27 percent of the lowest-performing high school students received out-of-school suspensions in 2013-14. Suspension rates for African-American boys were unacceptably high, with a third of them receiving at least one out-of-school suspension that year.

Principals and teachers are clearly doing a better job of resolving disciplinary problems without excluding children from school. But schools serving the highest-risk students clearly need more support services and training to help those children as well.

http://www.nytimes.com/2015/03/26/opinion/backing-away-from-zero-tolerance.html?_r=0

Post #2

How Elementary School Teachers’ Biases Can Discourage Girls From Math and Science

By: Claire Cain Miller

New York Times, 2/6/15

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We know that women are underrepresented in math and science jobs. What we don’t know is why it happens.

There are various theories, and many of them focus on childhood. Parents and toy-makers discourage girls from studying math and science. So do their teachers. Girls lack role models in those fields, and grow up believing they wouldn’t do well in them.

All these factors surely play some role. A new study points to the influence of teachers’ unconscious biases, but it also highlights how powerful a little encouragement can be. Early educational experiences have a quantifiable effect on the math and science courses the students choose later, and eventually the jobs they get and the wages they earn.

The effect is larger for children from families in which the father is more educated than the mother and for girls from lower-income families, according to the study, published this week by the National Bureau of Economic Research.

The pipeline for women to enter math and science occupations narrows at many points between kindergarten and a career choice, but elementary school seems to be a critical juncture. Reversing bias among teachers could increase the number of women who enter fields like computer science and engineering, which are some of the fastest growing and highest paying.

“It goes a long way to showing it’s not the students or the home, but the classroom teacher’s behavior that explains part of the differences over time between boys and girls,” said Victor Lavy, an economist at University of Warwick in England and a co-author of the paper.

Previous studies have found that college professors and employers discriminate against female scientists. But it is not surprising that it begins even earlier.

In computer science in the United States, for instance, just 18.5 percent of the high school students who take the Advanced Placement exam are girls. In college, women earn only 12 percent of computer science degrees.

That is one reason that tech companies say they have hired so few women. Last year, Google, Apple and Facebook, among others, revealed that fewer than a fifth of technical employees are women.

“The most surprising and I think important finding in the paper is that a biasing teacher affects the work choices students make and whether to study math and science years later,” said Mr. Lavy, who conducted the study with Edith Sand of Tel Aviv University.

In math, the girls outscored the boys in the exam graded anonymously, but the boys outscored the girls when graded by teachers who knew their names. The effect was not the same for tests on other subjects, like English and Hebrew. The researchers concluded that in math and science, the teachers overestimated the boys’ abilities and underestimated the girls’, and that this had long-term effects on students’ attitudes toward the subjects.Beginning in 2002, the researchers studied three groups of Israeli students from sixth grade through the end of high school. The students were given two exams, one graded by outsiders who did not know their identities and another by teachers who knew their names. 

For example, when the same students reached junior high and high school, the economists analyzed their performance on national exams. The boys who had been encouraged when they were younger performed significantly better.

They also tracked the advanced math and science courses that students chose to take in high school. After controlling for other factors that might affect their choices, they concluded that the girls who had been discouraged by their elementary schoolteachers were much less likely than the boys to take advanced courses.

Although the study took place in Israel, Mr. Lavy said that similar research had been conducted in several European countries and that he expected the results were applicable in the United States. The researchers also found that discouragement from teachers in math or science wound up lowering students’ confidence in other subjects at school, showing again the potential importance of nods of encouragement.

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Miller, C. C. (2015, February 6). How Elementary School Teachers’ Biases Can Discourage Girls From Math and Science [Electronic version]. The New York Times, p. A13.

WELCOME TO THE FIRST POST OF KALEIDOSCOPE CONNECTIONS

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When Whites Just Don’t Get It
After Ferguson, Race Deserves More Attention, Not Less

By Nicholas Kristof

Aug. 30, 2014

MANY white Americans say they are fed up with the coverage of the shooting of Michael Brown in Ferguson, Mo. A plurality of whites in a recent Pew survey said that the issue of race is getting more attention than it deserves.

Bill O’Reilly of Fox News reflected that weariness, saying: “All you hear is grievance, grievance, grievance, money, money, money.”

Indeed, a 2011 study by scholars at Harvard and Tufts found that whites, on average, believed that anti-white racism was a bigger problem than anti-black racism.

Yes, you read that right!

So let me push back at what I see as smug white delusion. Here are a few reasons race relations deserve more attention, not less:

• Black students are significantly less likely to attend schools offering advanced math and science courses than white students. They are three times as likely to be suspended and expelled, setting them up for educational failure.• A black boy born today in the United States has a life expectancy five years shorter than that of a white boy.
• Because of the catastrophic experiment in mass incarceration, black men in their 20s without a high school diploma are more likely to be incarcerated today than employed, according to a study from the National Bureau of Economic Research. Nearly 70 percent of middle-aged black men who never graduated from high school have been imprisoned.

All these constitute not a black problem or a white problem, but an American problem. When so much talent is underemployed and overincarcerated, the entire country suffers. 

Some straight people have gradually changed their attitudes toward gays after realizing that their friends — or children — were gay. Researchers have found that male judges are more sympathetic to women’s rights when they have daughters. Yet because of the de facto segregation of America, whites are unlikely to have many black friends: A study from the Public Religion Research Institute suggests that in a network of 100 friends, a white person, on average, has one black friend.

That’s unfortunate, because friends open our eyes. I was shaken after a well-known black woman told me about looking out her front window and seeing that police officers had her teenage son down on the ground after he had stepped out of their upscale house because they thought he was a prowler. “Thank God he didn’t run,” she said.

One black friend tells me that he freaked out when his white fiancée purchased an item in a store and promptly threw the receipt away. “What are you doing?” he protested to her. He is a highly successful and well-educated professional but would never dream of tossing a receipt for fear of being accused of shoplifting.

Some readers will protest that the stereotype is rooted in reality: Young black men are disproportionately likely to be criminals.

That’s true — and complicated. “There’s nothing more painful to me,” the Rev. Jesse Jackson once said, “than to walk down the street and hear footsteps and start thinking about robbery — then look around and see somebody white and feel relieved.”

All this should be part of the national conversation on race, as well, and prompt a drive to help young black men end up in jobs and stable families rather than in crime or jail. We have policies with a robust record of creating opportunity: home visitation programs like Nurse-Family Partnership; early education initiatives like Educare and Head Start; programs for troubled adolescents like Youth Villages; anti-gang and anti-crime initiatives likeBecoming a Man; efforts to prevent teen pregnancies like the Carrera curriculum; job training like Career Academies; and job incentives like the earned-income tax credit.

The best escalator to opportunity may be education, but that escalator is broken for black boys growing up in neighborhoods with broken schools. We fail those boys before they fail us.

So a starting point is for those of us in white America to wipe away any self-satisfaction about racial progress. Yes, the progress is real, but so are the challenges. The gaps demand a wrenching, soul-searching excavation of our national soul, and the first step is to acknowledge that the central race challenge in America today is not the suffering of whites.
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Kristof, N (2014, August 30). When Whites Just Don't Get It. New York Times, pp. SR11. Retrieved from http://www.nytimes.com/2014/08/31/opinion/sunday/nicholas-kristof-after-ferguson-race-deserves-more-attention-not-less.html.