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NEA Code Of Ethics Paper

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A recent national survey taken by the federal government found that preschool students of color and students with disabilities were disciplined more severely than others . According to the data, black students account for 18% of the student population but make up more that 42% of those who are suspended from school (Adams, 2014). Students with disabilities encompass 12% of the student population and account for 75% of those physically restrained and 58% of those put into confinement at school (Adams, 2014). According to officials, this was the first time national information have been gathered on the issue and the results presented startling evidence on the racial discrepancies occurring in school discipline. Officials also noted how the racial …show more content…

This code of ethics highlights teachers' commitments to their students and to themselves. Principle one of the NEA Code of Ethics states that teachers should aim to help each student achieve their potential as a valuable member of society . Furthermore, point six of the first principle of the NEA Code of Ethics states that a teacher "shall not on the basis of race, color, creed, sex, national origin, marital status, political or religious beliefs, family, social or cultural background, or sexual orientation" unjustly exclude students from participating, deny them benefits, or grant them any advantages over other students (National Education Association, n.d.). The preamble of the National Education Association's also emphasizes recognizes the worthy and dignity of every individual and providing fair educational opportunities to all students (National Education Association, n.d.). Based on the findings of the survey conducted by the federal government, teachers who discipline students of color and those with disabilities more severely than they do other students are in violation of the principle one of the Code of Ethics created by the National Education Association. By suspending and restraining these students more often than others and keeping them out the classrooms, they are being wrongfully excluded from an education, thus providing them with less opportunities to become a worthy member of

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The article is discussing how public schools are forcing students of color and who are economically disadvantaged out of schools and placed into juvenile justice systems. The author explains there is a high number of students who do not graduate from high school; with numbers steadily increasing each year. Therefore, the author finds it necessary to discuss school discipline policies in the article and present how different students find themselves being

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Like government officials, professional individuals have noted the predominant causes of the “school-to-prison” pipeline and have performed studies to find ways to eradicate the mass incarceration of students. Numerous studies have determined that a racial disparity in high school consequences exists between African Americans and Caucasians. A study by the Joint Task Force on Reversing the School-to-Prison Pipeline, created under the American Bar Association, revealed that “the causes of the school-to-prison pipeline are many, complex, and interrelated… throughout these causes runs evidence of implicitly biased discretionary decisions, which, unintentionally, bring about these results” (Nagel 4). The pipeline, according to lawyers, is caused by the racial bias of executive decisions. This refers to teachers who punish African American students more harshly than Caucasian students.

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Although it continued to be a high performing school, the school’s culture was undoubtedly changing and was evidenced by the 6,887 discipline referrals that school year. Additionally, racial, gender, and socioeconomic disparities began to emerge in the data. Of all minority students in the school, 22% had received at least one day of suspension, and minority students accounted for almost 60% of all students who had been suspended. Of all students who received free or reduced lunch, 23% had been suspended at least once. And male students accounted for more than 70% of all students who had been suspended.

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When compared to white children, black students miss nearly five times as many days of school due to out-of-school suspensions. Due to students missing school and missing work, this is creating more students who do not complete their education, which makes for a more likely chance to face negative outcomes such as poverty, poor health, or incarceration. The type of school discipline that creates disparities can relate to differences in learning opportunities. The harsher the discipline, the more disparities students may have in learning. It is a difficult system to escape for those students who are eventually reprimanded within the school-to-prison

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The literature review clearly has shown that there is a phenomenon called School to Prison, Schoolhouse to Jailhouse, or Public Education to Prison Pipeline. Therefore, Jeremy Thompson (2016) says, “Zero-tolerance policies in schools result in high suspension rates and expulsion rates among students in general, but disproportionately affect minority students, especially African-Americans because students who have been suspended or expelled are more likely than not to end up in the Criminal Justice

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Third, interviews with students from Hawthorne middle school in Pocatello, Idaho prove that they aren’t treated the same as white students. In Idaho, students of color are suspended at a higher rate than white students. According to the U.S. Department of Education Office for Civil Rights, forty-nine percent of male students that are suspended in the state of Idaho are colored. While only five percent of male students suspended in Idaho are white. It shows that colored students are suspended more often than white students.

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Daniel J. Losen wrote a policy brief called “Discipline Policies, Successful Schools and Racial Justice.” This piece is a compilation of reviews conducted by researchers that address racial disparities in schools regarding disciplinary policies. Arne Duncan, the Secretary of Education, delivered a speech that suggested “that students with disabilities and Black students, especially males, were suspended far more than their White counterparts.” For example, research conducted in 2006 found that “over 28% of Black male middle school students had been suspended at least once, nearly three times the rate for White males.” () Another key point is that law makers and school officials should keep schools safe while using alternative practical methods

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Youth of color specifically are at an increased risk of being suspended at an extended time out of schools. Consequently, they are casted into the streets, which ultimately sends them into juvenile detentions or into prison. The problem of racial and ethnic disproportionality in the discipline of schools is not new issue. In 1974, in one of the earliest investigations of disciplinary policies and practices, “the Children’s Defense Fund revealed that suspension rates for African American students were between two and three times higher than those for white students”( Thomas Rudd February 05, 2015) Ongoing research are still showing that in many places, this problem have worsened significantly.

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According to “Chicago School-to-Prison Pipeline Fact Sheet” young black males are more prone to getting suspended and as the number of suspensions each students receives, the more likely it is that they drop out by sophomore year (1). Suspending students has no positive impact on their future, since it can lead to a fallback on their classwork, more rebellious actions, and eventually leading the student to a failed academic career. When the first thing schools turn to as punishment is suspension, they are decreasing graduation and college acceptance rates. As this happens, they are promoting the black stereotype of a lazy, uneducated trouble maker. Schools are supposed to be a guide for students to achieve their dreams, but when they keep suspending students for every small offense, they are denying their dreams and aspirations to become a reality.

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"Just What Are Zero Tolerance Policies, and Are They Still Common in America's Schools?" highlights the potential benefits of zero tolerance policies in creating safer environments and ensuring consistent consequences for infractions, such as suspension from school for drug use or possession. However, it also acknowledges the concerns raised by critics regarding excessive punishments and the disproportionate impact on marginalized students. This contrasts with the article "Nine Criticisms of School Restorative Justice," which primarily focuses on the criticisms of restorative justice, such as perceived leniency and inconsistent implementation, as these allow for children to use the system and get out of serious disciplinary consequences for their actions. It also addresses the need for evidence regarding its effectiveness, as there have been few studies to prove this. On the other hand, the article "Reforming School Discipline" underscores the negative consequences of zero tolerance policies, including excessive punishments and their disproportionate impact on marginalized students.

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School Discipline: An Analysis Through Critical Legal Studies and Critical Race Theory The enforcement and structure of school discipline demonstrate Critical Legal Studies’ theory of the relationship between law and society because disciplinary actions and punitive punishments in the education system disproportionately criminalize marginalized students, create a school-to-prison pipeline, and perpetuate racist power structures outlined in Critical Race Theory. Critical Legal Studies is the belief that law is not neutral, but rather reflects social, political, and economic realities. Additionally, it acknowledges that the law specifically advances the interests of the privileged, and disadvantages the marginalized. The movement focuses on underlying

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In OCRS data collection in 20006, African American were three times more likely to be suspended or expelled from school as compared to white students. For a preschool student, the standard punishment for such should be done in the schools and should not involve a suspension. Finding employment opportunities is also an issue where the blacks in the US face discrimination. Black graduates are twice less likely to get employment as compared to white graduates. The unemployment rates for the blacks have been twice that of the whites in the US for decades.

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supporters argue that zero-tolerance policies have made schools safer, while critics charge that this “one size fits all” approach fails to take local conditions into account. This lack of flexibility sometimes means that administrators are required to punish relatively minor

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Referrals to the office which ultimately lead to suspension tend to be for reasons that are more objectively observable in whites, whereas for blacks, they lean towards behaviors that appear to be more subjective (Gregory et al. 2010). This demonstrates how blacks students are overly selected for disciplinary action. These issues may arise from a discord between the students’ actions and the teachers socially constructed frames of appropriate behavior (Milner 2013). Further, time spent on unnecessary disciplinary action is time lost learning. This relates to the academic achievement gap in black students, just to demonstrate another instance in which blacks are yet again systematically disadvantaged in education (Gregory et al.

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