Harsher Discipline Starts Early for Black Students

An Education Department report finds African-American preschoolers are more likely to get suspended.

Attorney General Eric Holder (L) and Education Secretary Arne Duncan talk to preschoolers Dylan Hunt (2ndR) and Khalil Robinson (R) while they pretend to play doctors in their class at J.O. Wilson Elementry School. On March 21, 2014 in Washington, DC. Attorney General Holder and Secretary Duncan participated in discussion on the importance of universal access to preschool and the need to reduce unnecessary and unfair school discipline practices.
National Journal
Sophie Quinton
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Sophie Quinton
March 24, 2014, 12:40 a.m.

Here’s a roundup of the edu­ca­tion art­icles that caught Next Amer­ica’s eye from Mar. 17 to Mar. 24. All ad­dress trends that par­tic­u­larly af­fect minor­ity stu­dents.

Ra­cial In­equal­ity Starts Early. Minor­ity stu­dents in U.S. pub­lic schools face harsh­er dis­cip­line, have less ac­cess to rig­or­ous math and sci­ence classes, and are edu­cated by less ex­per­i­enced teach­ers, ac­cord­ing to a com­pre­hens­ive re­port from the Edu­ca­tion De­part­ment’s Of­fice for Civil Rights. One of the most eye-pop­ping data points: Afric­an-Amer­ic­an preschool­ers make up 18 per­cent of preschool­ers, but 42 per­cent of stu­dents who get sus­pen­ded from preschool. New York Times, Politico

Is the New York DREAM Act Dead? The New York state sen­ate re­jec­ted by just two votes le­gis­la­tion that would have gran­ted state tu­ition aid to un­doc­u­mented im­mig­rants. The more lib­er­al state as­sembly now wants to in­clude the meas­ure in state budget ne­go­ti­ations, but state sen­ate lead­ers aren’t ex­actly em­bra­cing the idea. And Gov. An­drew Cuomo (D), a sup­port­er of the DREAM Act, doesn’t seem to want to put ef­fort in­to push­ing the bill through the le­gis­lature. New York Times , New York Daily News

Does Par­ent­al In­volve­ment Im­pact Test Scores? The largest-ever study of how par­ent­al in­volve­ment af­fects aca­dem­ic achieve­ment found that it mostly doesn’t—at least, not in ways we can meas­ure. Re­search­ers found that forms of par­ent­al in­volve­ment like meet­ing with teach­ers, help­ing a stu­dent choose classes, or even dis­cip­lin­ing stu­dents for get­ting bad grades, do little to boost kids’ stand­ard­ized test scores. The res­ults were seen re­gard­less of a par­ent’s race, class, or level of edu­ca­tion. The At­lantic

An HCBU With 35 Stu­dents. At­lanta’s Mor­ris Brown Col­lege is a his­tor­ic­ally black in­sti­tu­tion that has shrunk al­most to a single classroom. Even though the in­sti­tu­tion lost its ac­cred­it­a­tion in 2003, and is $30 mil­lion in debt, it’s still strug­gling on — in part to make sure that nearby Clark At­lanta Uni­versity doesn’t take its land. Amer­ic­an Pub­lic Me­dia

Low-in­come Stu­dents Don’t Care About Rank­ings. 2013 sur­vey data show that most low-in­come stu­dents pri­or­it­ize loc­a­tion and af­ford­ab­il­ity in choos­ing a col­lege, ac­cord­ing to a re­port from the Amer­ic­an Coun­cil on Edu­ca­tion. The re­port, which cri­ti­cized the Obama ad­min­is­tra­tion’s pro­posed col­lege rank­ings sys­tem, also cited a 2009 study that found only half of high-achiev­ing low-in­come stu­dents find rank­ings use­ful in mak­ing col­lege de­cisions. Amer­ic­an Coun­cil on Edu­ca­tion Cen­ter for Policy Re­search and Strategy

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