Rethinking the School-to-Prison Pipeline System Correlations you approach the school to prison pipe system. Although statistics suggest that juvenile incarceration rates may be decreasing and the severity of cases of children ending up in the juvenile justice system due to criminal activity is also declining, there is still concern that how they will continue to find their way there. Incarceration systems are one problem, but how you treat people and respond to their behavior is another. As it stands, the correlation may not seem that great, but this inverse relationship may suggest that policies are pushing children out of school, making them targets for the system that they will not not gone. The problem is that the policies and procedures given to teenagers are what affect them directly, not indirectly, and how they respond to them makes them the perfect candidates for a problem that creates a much broader connection. How they grow up and how they fit into a society that is supposed to make them successful adults. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an original essay As it stands, much of the procedure in place is aimed at punishing or suspending children based on the severity of their behavior or actions they have committed. Because of this, school systems become dependent on using a single method of discipline such as suspensions, which creates a dilemma as to how to deal with a troubled child. As you become dependent on a single method, the result is suspension rates that only increase, target specific minority groups, and diminish the trust and relationship a student can have with their school's administration. school. Add to that falling behind in school and late adolescents coming into direct contact with the juvenile system, and it is very certain that schools are pushing these children away, causing them to fail to some extent. Policy and procedure must change to accommodate our young people, including through a thorough reform of the way we approach them. Some recommendations include counseling, restorative justice programs, implementation of positive behavior support systems, limits on law enforcement and many others. IntroductionOne of the main focal points of the correlation between the school and prison systems is the majority of racial disparities that exist between certain groups. . What is true for much of the criminal justice system is also true for the school versus prison debate, where African Americans have felt the shift between education and incarceration. In 2000, “African Americans accounted for only 17% of public school enrollment during this period, but were responsible for an excess of 34% of suspensions (Survey).” This is in contrast to their white counterparts who may display similar types of inappropriate behavior and are less likely to be suspended, expelled, or arrested (Skiba 2000). What is becoming particularly evident is the connection between policing and its use in schools. This phenomenon is relatively new while resource officers or law enforcement officers only representedless than “one hundred agents at the end of the 1970s in public schools (Hirschfield & Celinska)”. The numbers have gradually increased over time, and due to overuse, the overall cost has also increased. School resource officers make more than $619 million a year assuming you employ more than 19,000 of them full-time and that figure is astronomically more expensive if you were to employ them in every public school in the country (James & Mccallion ). The same amount of money that can be applied to other programs to dismantle the system that targets these individuals by setting them up for a life of failure. There are different approaches that can be taken to reduce the impact and need to be analyzed further. Approaches such as the use of punishment, counseling, social services and the types of policies and procedures that have been implemented so far. Because of the way the education system fails to address students, we need to approach them with more patience than short-term solutions, because what is becoming more and more true is that students Black and disabled students are more likely to be severely punished for minor subjective disciplinary infractions than white students. and for this reason, other methods of encouraging students to succeed in school should be practiced rather than resorting to punishment. Scope of the Problem Much of the problem in connecting pipelines is the methods used to understand the behavior. The problem lies in the way law enforcement establishes penalties without a crime actually being committed. When this relationship is established, it is most often instilled in minors because priority is placed on the principle that punishment must be the source of greater influence in the adolescent's life than education. This creates a force between two opposing forces trying to establish greater involvement in the minor's life. One being the way police are used in schools and the other being the use of appropriate education. The main purpose of punishment, considered useful, was to “remove disruptive students from schools and use incapacitation and deterrence to reduce bad behavior and improve school safety (Hirschfield and Celinska 2011). ; Mears et al. " Therefore, in doing so, in doing so, it was therefore not done in a way that favored all the students who tended to misbehave. This resulted in a wide disparity among students who were targeted more frequently than others. When identifying a punishment, it is most used in examples including detentions, suspensions, or a combination of the two. When detentions decreased, suspension rates increased and “targeted black people or racial minorities by being three times more likely to be suspended or expelled than white students (Nelson 2015). Impacts that led students to fail a year or abandon their studies altogether. Discipline was not led by the efforts of the school administration and was instead in the hands of law enforcement who did not have adequate training to deal with these issues. Apply a punishment that is usually much harsher the second time than the first and if the same people are targeted, they are the same people who end up arrested. This ends up creating more unnecessary work for both parties involved, as it fuels incarceration rates and also discourages student growth. As for people with disabilities, theywere also disproportionately represented in the pipeline. About “8.6 percent were identified as having some sort of disability that affected their ability to learn and these students represented 32 percent of youth in detention centers (Elias 2013).” Racial differences are evident because removing them from an environment that is supposed to stimulate them, such as when they are in school, increases the chances of them dropping out of school because they never establish some sort of foundation that encourages learning . Instead, not only do these people struggle with their disabilities, but they also become more vulnerable to the criminal justice system because there is no encouragement for them to want to learn. Pre-existing Policies and Procedures The intended effect of these increased incarceration rates comes from the policy that was put in place to coexist with it. This is a brief history of the use of zero tolerance policies and their impact. Zero tolerance is defined as “disciplinary policies that impose fixed penalties for specific infractions (Jackson 2019).” The problem with policies like this is that they create a strong possibility for people to be targeted for minor crimes. Instead of creating appropriate measures to discipline young people based on their behavior, it instead creates a way to use that behavior as a way to act outside the box. Once this is done, it can be used as a means to suspend or, in extreme cases, expel students on the grounds that they have behavioral problems. Instead of seeking other methods such as counseling, you discourage the method of taking action by creating an environment where others do not act that way. This could have a negative impact on these people, as they would be less likely to seek help when going through a similar situation themselves. It effectively locks people inside. Law enforcement made “approximately 2.2 million arrests of people under the age of 18 in 2003 (Sydney 2005).” According to the Violent Crime Index, “arrests for violence against minors in 2003 were the lowest since 1987 (Snyder 2005).” This suggests that this number has decreased due to the implementation of zero tolerance policies. Instead of tackling issues that would benefit young people, you arrest them for it and get rid of the problem altogether, without considering the significant benefits of helping them. With this particular policy, you can define the relationship between school and prison by specifically discussing which incarceration rates are highest. In California, “African American men make up 28.5% of the state’s male prison population, while Black men make up only 6.6% of the state’s adult men (Skinner 2019). ” This is alarming because it also states that “students suspended for at least 10 days are less likely to graduate and are more likely to be arrested in their mid-20s (Skinner 2019). » Its importance comes from how direct the relationship appears to be. Stating that “overcriminalization results in experiences at school where African American males are reported for punishment when nothing has happened (Comments 2019). » This suggests that once zero tolerance policies are no longer in place, any other means can be used as a way to report an individual. For example, “willful defiance is a category subject to suspensions in which a large percentage of students who fall into this category are Black (Skinner 2019). » This challenge is usually about somethingminor, such as refusing to remove a certain accessory, refusing to remove a hat, or disrupting the class by engaging in violent behavior. Although removing an individual from context can benefit the class as a whole, it often has the opposite effect for the excluded individual and instead isolates them. Instead of practicing this procedure, some type of positive reinforcement should be used to improve behavior by first explaining student expectations. Suspension and Effects on Adulthood When it comes to suspensions, there is a broad association with the juvenile justice system. This involves the life expectancy of a student and how it affects their life in the future. The direct relationship in question specifies that at least “young people who have received at least one suspension report less academic engagement than those who have not received a suspension (Raffaele Mendez 2003)”. When they have a history of suspensions, they also suffer the same fate of not committing to academic success. This affects the peers that teens associate with and further adds to riskier activities that place them in compromising positions. If behavior is essential in this regard, you will develop a socially different society. Antisocial tendencies and more delinquent behaviors would fit the environment better by increasing the chances of incarceration based on decisions you wouldn't normally make. Acting outside the norm becomes essential. This also serves to argue that suspensions drive incarceration rates and that an increase is likely. As an overview, aside from suspension, being suspended leads to life-changing events and this effect is what causes young people to increase their chances of being locked up. More specifically, “school discipline can be a turning point that negatively affects individuals’ future outcomes (Mowen and Brent 2016). » Since these are life-changing events, seeing them early in life can impact your decisions and increase your chances of being arrested. The opposite is also true when by creating these disincentives, you either become discouraged because life becomes more difficult, as in the case where a student's family situation is not ideal, or you give up because nothing changes. With law enforcement now involved in this aspect, the sooner the exposure, the harsher the experience. The experience you are exposed to can tarnish the relationship between law enforcement who are supposed to protect you and the negative image that may be created. Early contact with police often “puts students on a path to alienation, suspension, expulsion, and arrest (Tobacman 2012).” Since their presence is demonstrated negatively, it creates an atmosphere in which students fear officers rather than using them as a resource. The goal should be to implement them as a resource where students feel like they are there to protect them rather than being punished by them. Associations are very important because they create future perceptions and creating healthier relationships can benefit both officers and students. Conclusion In order to understand the important issues that affect the school-to-prison pathway, you must examine the areas that most affect it. Most important of all, there needs to be accountability for how young people are funneled into a system that preys on their inability to succeed. Their behaviors need to be analyzed and there needs to be a way to address these issues more directly so the system doesn't continue to fail them. It must be understood that the./

Essay / Rethinking the School-to-Prison Pipeline System Correlations you approach the school to prison pipe system. Although statistics suggest that juvenile incarceration rates may be decreasing and the severity of cases of children ending up in the juvenile justice system due to criminal activity is also declining, there is still concern that how they will continue to find their way there. Incarceration systems are one problem, but how you treat people and respond to their behavior is another. As it stands, the correlation may not seem that great, but this inverse relationship may suggest that policies are pushing children out of school, making them targets for the system that they will not not gone. The problem is that the policies and procedures given to teenagers are what affect them directly, not indirectly, and how they respond to them makes them the perfect candidates for a problem that creates a much broader connection. How they grow up and how they fit into a society that is supposed to make them successful adults. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an original essay As it stands, much of the procedure in place is aimed at punishing or suspending children based on the severity of their behavior or actions they have committed. Because of this, school systems become dependent on using a single method of discipline such as suspensions, which creates a dilemma as to how to deal with a troubled child. As you become dependent on a single method, the result is suspension rates that only increase, target specific minority groups, and diminish the trust and relationship a student can have with their school's administration. school. Add to that falling behind in school and late adolescents coming into direct contact with the juvenile system, and it is very certain that schools are pushing these children away, causing them to fail to some extent. Policy and procedure must change to accommodate our young people, including through a thorough reform of the way we approach them. Some recommendations include counseling, restorative justice programs, implementation of positive behavior support systems, limits on law enforcement and many others. IntroductionOne of the main focal points of the correlation between the school and prison systems is the majority of racial disparities that exist between certain groups. . What is true for much of the criminal justice system is also true for the school versus prison debate, where African Americans have felt the shift between education and incarceration. In 2000, “African Americans accounted for only 17% of public school enrollment during this period, but were responsible for an excess of 34% of suspensions (Survey).” This is in contrast to their white counterparts who may display similar types of inappropriate behavior and are less likely to be suspended, expelled, or arrested (Skiba 2000). What is becoming particularly evident is the connection between policing and its use in schools. This phenomenon is relatively new while resource officers or law enforcement officers only representedless than “one hundred agents at the end of the 1970s in public schools (Hirschfield & Celinska)”. The numbers have gradually increased over time, and due to overuse, the overall cost has also increased. School resource officers make more than $619 million a year assuming you employ more than 19,000 of them full-time and that figure is astronomically more expensive if you were to employ them in every public school in the country (James & Mccallion ). The same amount of money that can be applied to other programs to dismantle the system that targets these individuals by setting them up for a life of failure. There are different approaches that can be taken to reduce the impact and need to be analyzed further. Approaches such as the use of punishment, counseling, social services and the types of policies and procedures that have been implemented so far. Because of the way the education system fails to address students, we need to approach them with more patience than short-term solutions, because what is becoming more and more true is that students Black and disabled students are more likely to be severely punished for minor subjective disciplinary infractions than white students. and for this reason, other methods of encouraging students to succeed in school should be practiced rather than resorting to punishment. Scope of the Problem Much of the problem in connecting pipelines is the methods used to understand the behavior. The problem lies in the way law enforcement establishes penalties without a crime actually being committed. When this relationship is established, it is most often instilled in minors because priority is placed on the principle that punishment must be the source of greater influence in the adolescent's life than education. This creates a force between two opposing forces trying to establish greater involvement in the minor's life. One being the way police are used in schools and the other being the use of appropriate education. The main purpose of punishment, considered useful, was to “remove disruptive students from schools and use incapacitation and deterrence to reduce bad behavior and improve school safety (Hirschfield and Celinska 2011). ; Mears et al. " Therefore, in doing so, in doing so, it was therefore not done in a way that favored all the students who tended to misbehave. This resulted in a wide disparity among students who were targeted more frequently than others. When identifying a punishment, it is most used in examples including detentions, suspensions, or a combination of the two. When detentions decreased, suspension rates increased and “targeted black people or racial minorities by being three times more likely to be suspended or expelled than white students (Nelson 2015). Impacts that led students to fail a year or abandon their studies altogether. Discipline was not led by the efforts of the school administration and was instead in the hands of law enforcement who did not have adequate training to deal with these issues. Apply a punishment that is usually much harsher the second time than the first and if the same people are targeted, they are the same people who end up arrested. This ends up creating more unnecessary work for both parties involved, as it fuels incarceration rates and also discourages student growth. As for people with disabilities, theywere also disproportionately represented in the pipeline. About “8.6 percent were identified as having some sort of disability that affected their ability to learn and these students represented 32 percent of youth in detention centers (Elias 2013).” Racial differences are evident because removing them from an environment that is supposed to stimulate them, such as when they are in school, increases the chances of them dropping out of school because they never establish some sort of foundation that encourages learning . Instead, not only do these people struggle with their disabilities, but they also become more vulnerable to the criminal justice system because there is no encouragement for them to want to learn. Pre-existing Policies and Procedures The intended effect of these increased incarceration rates comes from the policy that was put in place to coexist with it. This is a brief history of the use of zero tolerance policies and their impact. Zero tolerance is defined as “disciplinary policies that impose fixed penalties for specific infractions (Jackson 2019).” The problem with policies like this is that they create a strong possibility for people to be targeted for minor crimes. Instead of creating appropriate measures to discipline young people based on their behavior, it instead creates a way to use that behavior as a way to act outside the box. Once this is done, it can be used as a means to suspend or, in extreme cases, expel students on the grounds that they have behavioral problems. Instead of seeking other methods such as counseling, you discourage the method of taking action by creating an environment where others do not act that way. This could have a negative impact on these people, as they would be less likely to seek help when going through a similar situation themselves. It effectively locks people inside. Law enforcement made “approximately 2.2 million arrests of people under the age of 18 in 2003 (Sydney 2005).” According to the Violent Crime Index, “arrests for violence against minors in 2003 were the lowest since 1987 (Snyder 2005).” This suggests that this number has decreased due to the implementation of zero tolerance policies. Instead of tackling issues that would benefit young people, you arrest them for it and get rid of the problem altogether, without considering the significant benefits of helping them. With this particular policy, you can define the relationship between school and prison by specifically discussing which incarceration rates are highest. In California, “African American men make up 28.5% of the state’s male prison population, while Black men make up only 6.6% of the state’s adult men (Skinner 2019). ” This is alarming because it also states that “students suspended for at least 10 days are less likely to graduate and are more likely to be arrested in their mid-20s (Skinner 2019). » Its importance comes from how direct the relationship appears to be. Stating that “overcriminalization results in experiences at school where African American males are reported for punishment when nothing has happened (Comments 2019). » This suggests that once zero tolerance policies are no longer in place, any other means can be used as a way to report an individual. For example, “willful defiance is a category subject to suspensions in which a large percentage of students who fall into this category are Black (Skinner 2019). » This challenge is usually about somethingminor, such as refusing to remove a certain accessory, refusing to remove a hat, or disrupting the class by engaging in violent behavior. Although removing an individual from context can benefit the class as a whole, it often has the opposite effect for the excluded individual and instead isolates them. Instead of practicing this procedure, some type of positive reinforcement should be used to improve behavior by first explaining student expectations. Suspension and Effects on Adulthood When it comes to suspensions, there is a broad association with the juvenile justice system. This involves the life expectancy of a student and how it affects their life in the future. The direct relationship in question specifies that at least “young people who have received at least one suspension report less academic engagement than those who have not received a suspension (Raffaele Mendez 2003)”. When they have a history of suspensions, they also suffer the same fate of not committing to academic success. This affects the peers that teens associate with and further adds to riskier activities that place them in compromising positions. If behavior is essential in this regard, you will develop a socially different society. Antisocial tendencies and more delinquent behaviors would fit the environment better by increasing the chances of incarceration based on decisions you wouldn't normally make. Acting outside the norm becomes essential. This also serves to argue that suspensions drive incarceration rates and that an increase is likely. As an overview, aside from suspension, being suspended leads to life-changing events and this effect is what causes young people to increase their chances of being locked up. More specifically, “school discipline can be a turning point that negatively affects individuals’ future outcomes (Mowen and Brent 2016). » Since these are life-changing events, seeing them early in life can impact your decisions and increase your chances of being arrested. The opposite is also true when by creating these disincentives, you either become discouraged because life becomes more difficult, as in the case where a student's family situation is not ideal, or you give up because nothing changes. With law enforcement now involved in this aspect, the sooner the exposure, the harsher the experience. The experience you are exposed to can tarnish the relationship between law enforcement who are supposed to protect you and the negative image that may be created. Early contact with police often “puts students on a path to alienation, suspension, expulsion, and arrest (Tobacman 2012).” Since their presence is demonstrated negatively, it creates an atmosphere in which students fear officers rather than using them as a resource. The goal should be to implement them as a resource where students feel like they are there to protect them rather than being punished by them. Associations are very important because they create future perceptions and creating healthier relationships can benefit both officers and students. Conclusion In order to understand the important issues that affect the school-to-prison pathway, you must examine the areas that most affect it. Most important of all, there needs to be accountability for how young people are funneled into a system that preys on their inability to succeed. Their behaviors need to be analyzed and there needs to be a way to address these issues more directly so the system doesn't continue to fail them. It must be understood that the./

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