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needed to improve and unify state censuses of school-age children in and out of school; and provide standard definitions of terms and classifications and procedures for maintaining current and accurate information on children out of school. Specific forms of school disciplinary exclusions should be classified and defined as should the classifications of children with special needs. HEW should also work with other federal agencies, particularly the United States Bureau of the Census, to provide technical help to states in designing and implementing censuses, incidence estimates and model surveys. On June 17, 1974 we forwarded a detailed letter to Congressman Carl D. Perkins, Chairman of the House Commitee on Education and Labor, setting out specific gaps in present federal education data collection and suggesting specific improvements. See Appendix W. On April 12, 1974 we sent OCR Director Peter Holmes a second letter detailing changes needed in Q,CR's discipline and special needs forms. See Appendix Q for this letter and sample OCR forms. Appropriate safeguards to protect children's and parents' rights to privacy and confidentiality should be included in all data collection procedures. State and Local Governments I. Suspension of students from school should be stopped. State and local school officials should immediately examine their school discipline policies and practices in light of the interests of children and of good educational sense. T!;Ie use of expulsion, suspension and other disciplinary exclusions should be curtailed except where serious danger of harm to person or property exists. Fair hearings in these latter emergency cases should be held prior to or within 24 hours of the exclusion. Exclusion should last only as long as the danger persists. In-school alternatives should be devised to keep children with discipline problems in scqool. Alternative educational approaches should also be more fully explored 10 and implemented to avoid many of the behavior problems that now result in exclusion. 2. State educational officials should provide (I) model discipline codes and (2) technical assistance to aid local districts revising discipline policies. To ensure enforcement, states should adopt regular local district reporting requirements whose results are used in furtherance of an established state goal for school attendance by all children. 3. State and local compliance efforts should be undertaken to ensure that racial discrimination is eliminated from school discipline and special education placement processes. Local education officials should provide leadership in requesting all the help necessary from their legislatures or elsewhere to ensure their ability to meet the needs of all children. 4. School officials should undertake specific and continuing outreach efforts to involve parents in important school decisions affecting their children. These include disciplinary and other exclusions and special education testing and placement. Parents and Children 1. Parents and children must inform themselves about and involve themselves in challenging school policies which exclude children from school. They should (I) question all school decisions which result in exclusion; (2) seek to work constructively with school officials to resolve the problem threatening exclusion; (3) keep careful records of all conversations with school officials; and (4) where appropriate, contact higher school officials, state and federal governmental agencies and advocates who may help. 2. Parents and children should seek to work responsibly with school officials on policies and practices in districts which keep children from attending school. Only when we break down the chasms that separate us one from the other, teacher from parent, administrator from teacher, children from adults, will the problems addressed here be eliminated.
Postscript: On Child Advocacy Those who care about the children out of school described in this report may not know what to do as individuals, parents, children, professionals, parts of institutions, or as policy makers to seek effective changes in the policies and practices which result in children's exclusion from school. Everybody can always think of the many reasons Why they cannot do something; there are always many obstacles to overcome to bring about change. We must commit ourselves to action. We must then do our homework on out of school children in our communities, identify the likely opposition and excuses for inaction, prepare our responses and proceed to confront school and other officials about unreasonable attendance barriers and exclusionary policies and practices. Along with attention to particular programs and policies, advocates for children must work hard to change the attitudes of those who would deny a basic education to any child. 11
Page 1: CHILDREN OUT OF SCHOOL IN AMERICA A
Page 4 and 5: Copyright If.> October 1974 by the
Page 7 and 8: People Who Worked Oft This Report .
Page 9: Portland, Maine CDF staff Cambridge
Page 12: Foreword Introduction Chapter 1 Cha
Page 16 and 17: CHAPTER 1 Table I CHAPTER 2 Table I
Page 21: community leaders concerned with ed
Page 24 and 25: dren were suspended. The next highe
Page 26 and 27: described in this report, they can
Page 30 and 31: Bureaucratic Excuses for Inaction Y
Page 32 and 33: problems. Are teachers encouraged o
Page 35 and 36: Who Are the Children Out of School?
Page 37: vary. But while many of them descri
Page 40 and 41: Maxine, 14 Maxine Dolan is 14 and h
Page 42 and 43: until the new school year. Meanwhil
Page 45 and 46: awake until morning when the sounds
Page 47 and 48: He's had his chances, foreign or no
Page 49: Theresa, 12 Theresa Engler, a 12-ye
Page 52 and 53: 34 Table I Children Not Enrolled! B
Page 54 and 55: Proportion of Minority Children 2 T
Page 56: Social and Economic Factors Poor ch
Page 59: Limitations of Census Data Our anal
Page 62 and 63: We found children out of school in
Page 64: .". 0\ Table VIII Chlldren Out of S
Page 68 and 69: VI o Table X All Children Out uf Sc
Page 70 and 71: Total % of Areas Surveyed Children
Page 73 and 74: Chapter 3 Barriers to School Attend
Page 75 and 76: TABLE I STATUTORY AND CONSTITUTIONA
Page 78 and 79:
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
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officers who spoke Spanish, and onl
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The principal of Lincoln Junior Hig
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For example, as of October, 1972, i
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think there is enough counseling, e
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fees required to take, for example,
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did not have books were not much of
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Consider what this would mean if yo
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no money to feed and care for all o
Page 107:
Apparently a judgment has been made
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ecome self-sufficient adults are th
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In Cambridee, Massachusetts, an att
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Inadequacy of Special Education Pro
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over again for four or five years.
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Janice has not been suspended this
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ased. 56 They are modeled and norme
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chusetts counselor pointed out that
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that the city does not experiment w
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1. The use of many kinds of people
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abuse laws of the state. However, t
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116
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Many districts still have the power
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In contrast to the majority of publ
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The same pattern of secondary suspe
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Racial Discrimination in the Use of
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One southern school official admitt
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tion of the limitation on numbers o
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hold hearings, the reaction was sho
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or programs that operate as alterna
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complaints to the federal Office fo
Page 169:
APPENDICES
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• most children who are instituti
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as opposed to every second, third,
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. Census Tract 123 Census Tract 123
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newal. Every third household was mo
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-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
Page 221:
AppendixE u.s. CENSUS DATA Table II
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Appendix 6 RANK ORDERS OF AREAS IN
Page 245:
AppendbH PERCENT OF HEADS OF HOUSEH
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State Alabama Alaska Arizona Arkans
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State Alabama Alaska Arizona Arkans
Page 256:
AppendixM STUDENTS ENROLLED IN EDUC
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Lee I 4,925 2,663 2,260 2 83 18 65
Page 261 and 262:
Walker I 9,671 8,924 745 2 230 164
Page 265 and 266:
Collins I 35 29 6 (82.4) (17.1 ) Co
Page 267 and 268:
Junction City 1,003 584 419 (58.2)
Page 269 and 270:
SI. Charles I 245 149 96 (60.8) (39
Page 272 and 273:
AppendlxM STUDENTS ENROLLED IN EDUC
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Appendix M STUDENTS ENROLLED IN EDU
Page 276:
App@ndblfl STUDENTS ENROLLED IN EDU
Page 282 and 283:
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
Page 310 and 311:
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
Page 364:
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
Page 373:
Appendix T SUSPENSIONS IN CDF SURVE
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Appenllb V STATUTORY PROVISIONS FOR
Page 381 and 382:
Massachusetts I Official None -Misc
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itppe",db V STATUTORY PROVISIONS FO
Page 390 and 391:
Bureau is interested primarily in d
Page 394:
could be collected centrally at the
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