Running Head: SYNTHESIS OF THE SCHOOL-TO-PRISION-PIPELINE

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Victoria Bielomaz
CIL 699-1001
12/7/15

Be Aware of the School-to-Prison-Pipeline

I currently teach 4th grade at a low socioeconomic status urban school in downtown Las
Vegas. While sitting in a data meeting, I listened to a conversation of a 5th grade teacher (whose
husband is a police officer here in Las Vegas) inform other teachers that the number of prisons
built are an inverse reflection of the current achievement scores of 3rd grade students. Hence, the
lower the scores, the higher the number of prisons built. In this same conversation, she
mentioned that a student in her class would ensure her husband a job. She implied that in ten to
fifteen years this student would be causing issues in the community and her husband, as a police
officer, would have work to do thereby keeping her family with food on the table.
This especially infuriated me because the child she was referring to was my student the
previous school year. Knowing him well, after a year as his teacher, it broke my heart to see
someone dismiss him to a life of crime, or a life in prison, so flippantly. Given that this 5th grade
teacher works in an urban school and knows what the students are facing, I wondered how she
could be so callous. Then a thought occurred to me: she does not understand. She does not
understand her students, she does not understand her ability to impact her students, and she
surely does not understand the severity of the School-to-Prison-Pipeline (STPP).
It occurred to me that teachers have much on their plates with the day-to-day issues in the
classroom (e.g. developing curriculum, maintaining classroom management, grading, etc.). They
have more than enough to keep them preoccupied. For me personally, I knew very little of the
STPP. I never really understood the seriousness of the situation. Now, after delving into the topic

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it has opened my eyes to what is happening all around me. I still do not have all of the answers,
yet I am no longer ignorant of the current status of our educational system. I understand my role
as teacher and what I can do to mitigate the STPP. It is my hope that this synthesis of what I have
learned will be helpful to other teachers in learning about the issues we are facing in our school
system and thereby better understand our role in changing it.
What We Need to Know
The School-to-Prison-Pipeline. The STPP describes how policy and practices, in
regards to school discipline, decrease success in school and increase the probability of negative
life outcomes (i.e. juvenile incarceration, etc.). Some critics make unfounded claims that the
STPP has not been scientifically proven (Skiba, Arredondo, & Williams, 2014). Yet, based on
the results of many research studies it is clear that [STPP] is not simply a metaphorical or
political concept as there is substantial research evidence supporting the claims most
frequently made concerning the STPP (Skiba et al., 2014, p. 558). Current school discipline
practices such as exclusionary discipline have serious negative outcomes on students and are
distributed unequally by race, gender, disability status, and sexual orientation (Skiba et al.,
2014, p. 558). Exclusionary discipline increases risk of poor school outcomes, dropping out, and
involvement in the juvenile justice system (Skiba et al., 2014). Exclusionary discipline is the
term used to describe practices are such that students are disciplined by receiving time away
from school with suspensions, expulsions, or opportunity transfers (Shabazian, 2014).
Demographics of Students in the Pipeline. Minority students are most affected by the
STPP. Many researchers explain that racial and ethnic gaps in school discipline are prominent
(Orozco, 2013; Pane, Rocco, Miller, & Salmon, 2014; Heitzeg, 2009). Boys and black students
are more likely to be punished for their misbehavior than girls and white students (Silva,

Running Head: SYNTHESIS OF THE SCHOOL-TO-PRISION-PIPELINE

Langhout, Kohfeldt, & Gurrola, 2014). According to Cramer, Gonzalez, & Pellegrini-Lafont
(2014), Black and Hispanic males have the highest discipline and drop-out rates, which makes it
difficult to find jobs. This then leads these men to turn to other means in order to survive, which
translates to higher incarceration rates (Cramer et al., 2014). Gender also plays a role. While
males have the highest incarcerations, the STPP affects both male and female students of color
(Cramer et al., 2014; Skiba et al., 2014). Latinos and Latinas are also cited as being a major
demographic associated with the STPP (Rubin, 2014). Besides race and gender, there is also a
disproportionate amount of people with disabilities represented in the prison system (Cramer et
al., 2014; Skiba et al., 2014). Finally, lesbian, gay, bisexual, transgender, queer/questioning
(LGBTQ) are disproportionately disciplined in school (Skiba et al., 2014). They are punished for
violating gender norms, experience a hostile school climate, are forced to fight in order to protect
themselves, and are blamed for their own victimization (Snapp, Hoenig, Fields, & Russell,
2015). For many of the LGBTQ youth, these practices lead to family rejection and homelessness,
which again translates into incarceration (Snapp et al., 2015).
Clark County School District (CCSD). The primarily minority composition of the
student body (Hispanic and, to a lesser extent, Black) means that the issue of the STPP should
carry more weight in CCSD than it does currently. According to a report in the Review Journal,
in CCSD 44 percent of students are Hispanic, while only 28 percent of students are Caucasian
(Milliard, 2013). This leaves an additional 28 percent of students who are also considered
minorities (e.g. Black, Asian, Pacific Islander, Native American). Furthermore, many minority
children live in poverty (Gardner & Talbert-Johnson, 2000). Consequently, these children are
living in rough neighborhoods and experiencing poverty. This is not good news, seeing that
failure to graduate is closely linked to poverty (Byrne, et al. 2013). When focusing on some of

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the inner city schools of Las Vegas, about half are English Language Learners, [and] about 30%
come from families that make less than $25,000 a year (Wong, 2013). Additionally, Nevada is
ranked 47th out of 50 states in high school graduation rates, and last in test scores (Byrne,
MacQuarrie, Jameson, & Knudsen, 2013).
In an article that discusses the implications of after-school programming for Hispanic
children, Greenberg (2012) explains that the Hispanic demographic is growing rapidly, and by
2050 it is predicted that there will be more Hispanic children than non-Hispanic children. These
children have lower academic success than their Caucasian peers (Greenberg, 2012). In fact, they
have higher retention and suspension rates, higher high school drop out rates, and lower
completion of college rates (Greenberg, 2012, p. 74). These staggering statistics are relevant to
Las Vegas schools because of their high Hispanic population. As mentioned previously, higher
drop-out rates are translating to more incarceration.
Where We Fit In
Teachers Contribute. Much of the above information focuses on povertys negative
affects on the children and how it affects dropout rates. Yet, teachers have an impact on their
students. We can either allow the cycle of poverty to continue, or we can influence our students
in ways that will allow them to succeed. The issue is more than poverty. Much of what happens
at school, like the childs success in the classroom, will determine if a child will stay in school or
drop out. Specifically, teachers are the catalyst for issues such as exclusionary discipline, which
increases risk of poor school outcomes, dropping out, and involvement in the juvenile justice
system (Skiba et al., 2014). Teachers are referring students to administration, who are applying
the exclusionary discipline practices that are leading to negative outcomes. This is something
teachers can change.

Running Head: SYNTHESIS OF THE SCHOOL-TO-PRISION-PIPELINE

Exclusionary Discipline. As we deal with issues in the classroom and apply

exclusionary discipline practices, we need to understand the impact that it is having upon our
students. According to Shabazian, it is pedagogically unsound to exclude students for school
violations, because this results in lower academic achievement, increased feelings of alienation
from school, greater risks for acts of violence, increased incarceration rates, and lack of trust in
adults (Shabazian, 2014, p.274). Skiba, Arredondo, & Williams (2014) also concur that because
of exclusionary discipline, there is less instructional time and it is leading to lower academic
achievement. Exclusionary discipline practices are mostly occurring in low-income areas
(Shabazian, 2014). Predictors of exclusionary practice include high poverty and student
race/ethnic composition (Shabazian, 2014; Skiba et al., 2014).
What We Need to Do
We, as teachers, are first and foremost in charge of the discipline of our students.
Classroom management and discipline start with us. We are expected to treat our students with
respect, and vice versa. It is up to us to establish and maintain a classroom environment that
allows learning to occur. We are to treat all students equally and hold the belief that all students
have the capability to succeed academically. As professionals, it is up to us to change what is
happening in our classroom and our school. We need to change establish a positive school
climate, incorporate an integrated learning model, and use our power in the classroom to avoid
exclusionary discipline and its contribution to the STPP.
Develop a Positive School Climate. One way to create a positive school environment is
through Social Emotional Learning (Skiba, 2014). Social Emotional Learning is when you teach
students how to resolve interpersonal problems in non-violent ways (Skiba, 2014). One way to
do this is by creating a behavior support team that can help with the consistency of behavior

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intervention. This team can use appropriate strategies that will prevent minor behaviors from
continuing or escalating (Skiba, 2014). For instance, if a student is off-task (e.g. texting under the
table and therefore distracting others) a teacher can utilize a specific intervention rather than
engaging in a battle of wills. The students misbehavior can be nipped in the bud, and teachers
will not see it necessary to resort to exclusionary disciple.
Also, teachers in the school create a Professional Learning Community for ongoing
collaboration to determine school-wide behavioral plans and improving classroom management
(Skiba, 2014). Furthermore, teachers can continue to develop personal and professional
knowledge about effective teaching and learning (Wilson, 2014, p. 51). For example, teachers
can learn more about student engagement strategies, which may deter bored students from
trouble-making behaviors.
Community involvement is one way to get helpplaces like libraries, boosters, service
clubs, youth development organizations, faith groups, or anyone else that can offer their services
to your school (Wilson, 2014). These types of services can make a big difference to a child in
need. These places can provide opportunity for after school activities, or even basic necessities
for students who are going without. With their basic needs being met, the students are more
likely to focus on their education. As part of community involvement, schools can coordinate
with the juvenile justice system to create alternative strategies for discipline such as restorative
justice (Skiba, 2014). Restorative justice is community service or other programs that inspire
children to make better choices (e.g. students can interact with prisoners, etc.). These are all
ideas that will help with the overall school climate but even so, much of what we need to do will
happen in the classroom.

Running Head: SYNTHESIS OF THE SCHOOL-TO-PRISION-PIPELINE

Develop Positive Classroom Climate. Establishing relationships of mutual respect is

integral to creating a positive classroom environment (Wilson, 2014). Culturally Responsive
Teaching can be utilized to influence the classroom environment in positive ways (Cramer et al.,
2014). To do this, a teacher must become aware of [her] own cultural socialization and the
effects it has on [the] interactions [she has] with diverse students (Cramer et al., 2014, p. 468).
Furthermore, teachers have to set a mutually-respectful tone for the student-teacher interactions.
A suggestion for incorporating culture into the classroom is by using multicultural information
and resources in all subjects (Cramer et al., 2014). To further this idea, Rubin explains that
teacher can engage students by affirming their identities and developing a critical consciousness
through multicultural education (2014). Rubin (2014) agrees that one way to do this is by
incorporating students' cultures into the classroom with literature that reflects the students own
lives, families, and personal histories (p. 225). Teachers can use literature to develop a critical
consciousness by teaching social justice issues with literacy. In this way teachers can increase
students ability to articulate their experiences, critique their world, and address those identified
issues with subsequent actions (Rubin, 2014, p. 226). By doing these this we will better
understand our students needs. Then, we are better able to deal with issues rather than resorting
to exclusionary discipline.
One example where an elementary teacher was able to allow space for a student to
articulate their experiences was with the book Each Kindness by Jacqueline Woodson. In this
book, Chloe and her friends will not play with the new girl, Maya. This is because Maya wears
second hand clothes, which is not socially acceptable at Chloes school. Each time Maya tried to
join Chloe and her friends, they reject her. Eventually, Maya stopped coming to school. The
book continues to discuss how small acts of kindness can make a difference in peoples lives.

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The integration of this text allowed students in the class to critique their world because they had
experienced similar issues. The teacher addressed the identified issues (i.e. bullying and
exclusion on the basis of material goods) with the class. She discussed subsequent negative
actions of bullying and the positivity of kindness, as well. By integrating relevant cultural
literature, the teacher was able to deal with bullying issues in a way other than excluding the
bully from the classroom.
Put Aside Power Struggles in the Classroom. To put it simply, teachers need to share
the power in the classroom. In order for students to believe that the classroom can be a space for
empowerment, liberation, freedom, and autonomy, it is critical that educators cultivate a learning
environment rich in student voice (Rubin, 2014, p. 227). Nocon talks about student voice and
how negotiation can take a positive role in school (2005). Nocon explains that when students
have a voice they will go from being resistant or non-compliant to having a willingness to
change; meaning that they are more willing to complete the school activities that can help with
academic gains (Nocon, 2005, p. 194). One example presented in Nocons article refers to when
one student did not want to complete a writing assignment. The teacher negotiated with her by
dividing the work with the student. The teacher suggested the student dictate a story for her
while she typed it. The student was responsible for the writing and editing.
In this case, the student was able to work on the academic skills she needed help with,
and through this negotiation, and the support of the teacher, she did not give up. The teacher
knew the child struggled and made adjustments for the child. The teacher could have yelled,
written the student a referral, or kicked the student out the room. Instead, she gave the child a
voice and the child was then able to complete the classwork successfully.
Conclusion

Running Head: SYNTHESIS OF THE SCHOOL-TO-PRISION-PIPELINE

We as teachers need to be informed of the issues we are facing in our school system. We
need to pursue professional development to be effective educators. More importantly, we need to
understand our role in these issues. Sometimes it is hard to see past the daily problems in our
room, yet there are bigger issues that need to be addressed. By incorporating Social Emotional
Learning, Professional Learning Communities, community partnerships, multicultural education
& Culturally Responsive Teaching, and allowing for student voice, we can help the children in
our room to be more than a statistic. Without the drive to keep ourselves educated and informed
we may not truly understand the issues or how we can influence the students in our care. Be that
teacher that makes a difference in the lives of the students who, without us, would otherwise fall
victim to the system.

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Knudsen, B. (Executive Producer). (2013). Downtown Achieves [YouTube
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integrated approach to break the school-to-prison pipeline. Equity & Excellence In
Education, 47(4), 461-475.
Heitzeg, N. A. (2009). Education or incarceration: Zero tolerance policies and the school to
prison pipeline. Forum On Public Policy Online, 2009(2),
Greenberg, J. P. (2012). Serving Hispanic school-aged children in after achool
programming: Implications for school social sork. School Social Work Journal,
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Milliard, T. (2013). Clark County School District enrollment grows, with Hispanics leading the
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Nocon, H. (2005). Productive resistance: Lessons from after-school about engaged
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