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ChapterS School Discipline and Its Exclusionary Impact on Students This chapter is about misbehaving school children and misbehaving school officials. Children's infractions of school rules are a matter of grave concern. The problem of official violation of basic rules of fairness should be of equal concern. Not only are children thrown out of school for a vast array of offenses, they are frequently thrown out so arbitrarily and with so little apparent consideration for their personal and educational interests as to call into question the underlying validity of expulsion and suspension as school policies. While violence in the schools is feared by many school personnel, parents, and children, the stereotypic image of hordes of incorrigible children wreaking havoc on entire schools is not borne out by our findings. This is not to deny that controling school violence and maintaining order are matters demanding great attention. In at least one school in Denver, Colorado we found a serious violence problem which resulted in some children being afraid to attend school. Problems of overcrowding, racial and class hostilities, rebellious adolescents and inadequate resources have contributed to genuine concern for safety within schools. We favor discipline and order within schools. But we question the current methods used to achieve these goals. We do not believe the answer to children's discipline problems lies in denying them schooling. Worse is the denial of schooling without any semblance of fairness, for a wide range of reasons, some indefensible and others unnecessary. For "It seems surprising," one principal wrote, "that we of the public schools, responsible for the education and development of young people, would have to be told by the courts that young people are individuals - individuals with basic human rights. "I example, how does suspending a truant child contribute to order or to the child's welfare? If children smoke, what is the great burden entailed in setting aside a smoking area rather than suspending them? What is the educational rationale for suspending a child because he cannot control his bladder? How are others seriously harmed by these "offenses"? In some districts a principal can put a child out of school "indefinitely" until a psychiatrist or doctor sees him, and he apparently has the prerogative to refuse to take a child back in school. 2 For example: A fourth grader whose parent refused to agree to a special education placement was out of school for over a year after a suspension in February, 1972..There was no hearing "because he didn't ask for one."8 The school told George in the seventh grade that he could attend "only if I was under the care of a doctor and on Mellaril. I said no. I took it once but I walked around like a vegetable and fell asleep." He was expelled. For some groups of children who are minority, poor and in secondary schools, suspension seems to have become a commonplace, informal and unquestioned occurrence hidden from public view and scrutiny. A black mother in Holyoke, related some of her experiences with her son whc was the only 1 Richard M. Ritchie, "Due Process and the Principal," Phi Delta Kappan, Vol. 54, June 1973, p. 698. 2 Interview with Fleming Cocchi, Principal, Elias Brookings Elementary School, Springfield, Massachusetts, 12/7/73. 117
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CHILDREN OUT OF SCHOOL IN AMERICA A
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Copyright If.> October 1974 by the
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People Who Worked Oft This Report .
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Portland, Maine CDF staff Cambridge
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Foreword Introduction Chapter 1 Cha
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CHAPTER 1 Table I CHAPTER 2 Table I
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community leaders concerned with ed
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dren were suspended. The next highe
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described in this report, they can
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needed to improve and unify state c
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Bureaucratic Excuses for Inaction Y
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problems. Are teachers encouraged o
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Who Are the Children Out of School?
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vary. But while many of them descri
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Maxine, 14 Maxine Dolan is 14 and h
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until the new school year. Meanwhil
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awake until morning when the sounds
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He's had his chances, foreign or no
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Theresa, 12 Theresa Engler, a 12-ye
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34 Table I Children Not Enrolled! B
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Proportion of Minority Children 2 T
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Social and Economic Factors Poor ch
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Limitations of Census Data Our anal
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We found children out of school in
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.". 0\ Table VIII Chlldren Out of S
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VI o Table X All Children Out uf Sc
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Total % of Areas Surveyed Children
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Chapter 3 Barriers to School Attend
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TABLE I STATUTORY AND CONSTITUTIONA
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ter the four months because the cou
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Truancy Laws penalizing children an
Page 83 and 84: A Denver school official stated: "Y
Page 86 and 87: officers who spoke Spanish, and onl
Page 88 and 89: The principal of Lincoln Junior Hig
Page 91 and 92: For example, as of October, 1972, i
Page 93: think there is enough counseling, e
Page 97: fees required to take, for example,
Page 100 and 101: did not have books were not much of
Page 102 and 103: Consider what this would mean if yo
Page 104: no money to feed and care for all o
Page 107: Apparently a judgment has been made
Page 112 and 113: ecome self-sufficient adults are th
Page 114 and 115: In Cambridee, Massachusetts, an att
Page 116 and 117: Inadequacy of Special Education Pro
Page 118 and 119: over again for four or five years.
Page 120: Janice has not been suspended this
Page 123 and 124: ased. 56 They are modeled and norme
Page 125: chusetts counselor pointed out that
Page 128 and 129: that the city does not experiment w
Page 130 and 131: 1. The use of many kinds of people
Page 132 and 133: abuse laws of the state. However, t
Page 137: Many districts still have the power
Page 140 and 141: In contrast to the majority of publ
Page 144 and 145: The same pattern of secondary suspe
Page 148: Racial Discrimination in the Use of
Page 152: One southern school official admitt
Page 158 and 159: tion of the limitation on numbers o
Page 161 and 162: hold hearings, the reaction was sho
Page 164: or programs that operate as alterna
Page 167 and 168: complaints to the federal Office fo
Page 169: APPENDICES
Page 172: • most children who are instituti
Page 175 and 176: as opposed to every second, third,
Page 177 and 178: . Census Tract 123 Census Tract 123
Page 179 and 180: newal. Every third household was mo
Page 181 and 182: -secondary school children by sex a
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10. Are his special problems/needs
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Sheet E-l SCHOOL EXPULSIONS, SUSPEN
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Maine Portland Census Tract 11 I 1:
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ALABAMA State Officials Mr. William
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Mr. Milton Ogle, Associate Director
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Sumter County #2 School Officials D
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AppendixD STATE SCHOOL OFFlCIALS' R
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Los Angeles Unified School District
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AppendlxE u.s. CENSUS DATA Table I
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State Wisconsin Wyoming GRANO TOTAL
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AppendixE U.s. CENSUS DATA Table II
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.... \C 00 AppelldixE U.S. CENSUS D
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AppendixE u.s. CENSUS DATA Table II
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Appendix 6 RANK ORDERS OF AREAS IN
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AppendbH PERCENT OF HEADS OF HOUSEH
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State Alabama Alaska Arizona Arkans
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State Alabama Alaska Arizona Arkans
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AppendixM STUDENTS ENROLLED IN EDUC
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Lee I 4,925 2,663 2,260 2 83 18 65
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Walker I 9,671 8,924 745 2 230 164
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Collins I 35 29 6 (82.4) (17.1 ) Co
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Junction City 1,003 584 419 (58.2)
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SI. Charles I 245 149 96 (60.8) (39
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AppendlxM STUDENTS ENROLLED IN EDUC
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Appendix M STUDENTS ENROLLED IN EDU
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App@ndblfl STUDENTS ENROLLED IN EDU
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Appendix M STUDENTS ENROLLED IN EDU
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South Pike Cons. I 2,575 893 1,677
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Clarendon #2 I 3,246 784 2,462 54 8
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Orangeburg #7 1,112 158 954 9 9 (14
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A. ppendi.'\: N SPECIAL EDUCATION I
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Learning Deaf!Hard Blind! Speech Ph
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Rhode Island Society for Autistic C
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Federal Court Consent Agreements; P
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Mr. Peter E. Holmes Director, Offic
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census figures and often did not ch
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pils who dropped out of this school
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SUGGESTED REFINEMENTS IN THE INDIVI
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I. Name of School System _ II. Name
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2 1 1 16 2 14 Cotton Plant 586 72 5
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1 1 5 4 1 Tuckerman 820 711 109 (1)
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Appelldlx R OCR DATA ON STUDENT SUS
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APPENDIXR FOOTNOTES I Unless noted
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36There were 1,763 students, suspen
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Total Students Suspended At Least O
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APPENDIX T TABLES I-II FOOTNOTES IS
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Kentucky Floyd County Total I 2 0.5
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AppendixT SUSPENSIONS IN CD" SURVEY
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Kentucky Floyd County Total Mud Cre
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Appendix T SUSPENSIONS IN CDF SURVE
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Appenllb V STATUTORY PROVISIONS FOR
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Massachusetts I Official None -Misc
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itppe",db V STATUTORY PROVISIONS FO
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Bureau is interested primarily in d
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could be collected centrally at the
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