Return-Path: <nifl-povracelit@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h5RLtWC17247; Fri, 27 Jun 2003 17:55:32 -0400 (EDT) Date: Fri, 27 Jun 2003 17:55:32 -0400 (EDT) Message-Id: <001701c33cf6$6c622aa0$8cf04a43@air.org> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-povracelit@literacy.nifl.gov Originator: nifl-povracelit@literacy.nifl.gov Sender: nifl-povracelit@literacy.nifl.gov Precedence: bulk From: "Mary Ann Corley" <macorley1@earthlink.net> To: Multiple recipients of list <nifl-povracelit@literacy.nifl.gov> Subject: [NIFL-POVRACELIT:1148] The Weekly Dig Article on "School-to-Prison Pipeline" X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2800.1106 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 1222 Lines: 19 SCHOOL-TO-PRISON PIPELINE The connection between school failure and ending up in prison is well documented. Less understood is how a fiscal crisis may aggravate an already serious problem. Many good children are entering schools with grossly inadequate resources and teachers and with punitive policies that criminalize behavior. Research shows that these children are being pushed out of school and into prison, and, unsurprisingly, there is an alarming racial bias with this situation. New "zero tolerance" approaches to discipline have almost doubled the number of students suspended annually in the last 30 years, from 1.7 million to 3.1 million, while the total number of students enrolled in elementary and High Schools has stayed flat. The Weekly Dig sat down with two officials from The Civil Rights Project, Daniel Losen and Johanna Wald, to explore the school-to-prison pipeline and look at the racial disparities in the impact of high-stakes testing, dropout rates, graduation rates, racial inequities in special education, racial segregation of our schools, and the impact of racial isolation in urban settings. http://www.weeklydig.com/dig/content/3765.aspx <http://www.weeklydig.com/dig/content/3765.aspx>
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