Exactly one year ago, the federal government rescinded guidelines put in place in 2014 to address racial disparities in school discipline, guidelines that align quite extensively with the Unconditional Education approach in schools. The guiding principles included:
The reason given by the federal department of education for rescinding these guidelines in 2018 focus on school autonomy. Betsy DeVos shared in a statement that, “Our decision to rescind that guidance today makes it clear that discipline is a matter on which classroom teachers and local school leaders deserve and need autonomy. I would encourage them to continue to implement discipline reforms that they believe will foster improved outcomes for their students."
This shift in policy removes a certain level of expectation and pressure for schools to focus efforts on creating equitable learning environments for students. The misguided nature of this shift in policy has been highlighted even further by a recent study out of Stanford that shows a link between the achievement gap and racial disparities in school discipline:
- A Focus on School Climate and Prevention Efforts
- Clear, Appropriate, and Consistent Expectations and Consequences
- Training School Staff to apply Discipline Equitably and focus on Continuous Improvement
The reason given by the federal department of education for rescinding these guidelines in 2018 focus on school autonomy. Betsy DeVos shared in a statement that, “Our decision to rescind that guidance today makes it clear that discipline is a matter on which classroom teachers and local school leaders deserve and need autonomy. I would encourage them to continue to implement discipline reforms that they believe will foster improved outcomes for their students."
This shift in policy removes a certain level of expectation and pressure for schools to focus efforts on creating equitable learning environments for students. The misguided nature of this shift in policy has been highlighted even further by a recent study out of Stanford that shows a link between the achievement gap and racial disparities in school discipline:
“A new Stanford University study has documented for the first time at the national level a direct link between unequal rates of achievement and unequal rates of discipline for black and white students: as one disparity grows or shrinks, so does the other, researchers found.”
This formal study highlights what we already know – that there is a strong relationship between the way in which students feel welcomed, valued, and treated with respect on the one hand, and their ability to access their education and thrive academically on the other. The work we do through our Unconditional Education partnerships supports schools to understand, value, and act upon this relationship by focusing on the whole child and making concerted efforts to improve the overall culture and climate to the benefit of the entire community.
Seneca will continue to advocate for this approach through its partnerships as well as through advocacy at the local, state, and federal level. Most recently, Seneca has been asked to participate in a National Education Policy Group led by the Alliance for Strong Families and Communities, where we will have the opportunity to create a national policy agenda that encompasses these values. We look forward to bringing the experience of our Unconditional Education partnerships to this group and will update you all on our progress!
Seneca will continue to advocate for this approach through its partnerships as well as through advocacy at the local, state, and federal level. Most recently, Seneca has been asked to participate in a National Education Policy Group led by the Alliance for Strong Families and Communities, where we will have the opportunity to create a national policy agenda that encompasses these values. We look forward to bringing the experience of our Unconditional Education partnerships to this group and will update you all on our progress!
Blog Post Written By: Jenny Ventura, Director of Model Implementation and Assessment
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