Category Archives: Education

Decades of Neglect Show Starkly as Indian Schools Cry Out for Repairs –

Decades of Neglect Show Starkly as Indian Schools Cry Out for Repairs –

The American Dream Is Leaving America –

The American Dream Is Leaving America – [Op-Ed by Kristof on education and economic mobility.]

No, college isn’t the answer. Reparations are. – The Washington Post

No, college isn’t the answer. Reparations are. – The Washington Post.

Op-Ed: Why Poor Students Struggle –

Why Poor Students Struggle –

New Article: “Tracing the School-to-Prison Pipeline from Zero-Tolerance Policies to Juvenile Justice Dispositions”

New Article: Aaron J. Curtis, Tracing the School-to-Prison Pipeline from Zero-Tolerance Policies to Juvenile Justice Dispositions, 102 Geo. L.J. 1251 (2014).  Abstract below:

In recent years, schools have attempted to combat school violence and other behavioral problems by instituting harsh disciplinary policies and referring students to law enforcement. Civil rights advocates argue that these practices push students, especially students of color, “out of school and into the juvenile and criminal justice systems.” The process has come to be known as the school-to-prison pipeline.

Throughout the literature discussing this phenomenon, authors often reference juvenile justice systems in passing, but few studies have given in-depth attention to the specific practices within juvenile courts that perpetuate the school-to-prison pipeline. Accordingly, this Note takes a closer look at the connection between harsh disciplinary practices in schools and the dispositional processes that occur in juvenile justice systems. Part I examines zero-tolerance policies that push students out of schools in the first place. Part II explores the ways that students then enter juvenile courts. Part III discusses the guidelines and other factors that shape judges’ dispositional decisions, particularly when they handle minor crimes and violations of zero-tolerance policies. Finally, Part IV describes alternatives to punitive sanctions for juvenile offenders. Overall, this Note concludes that zero-tolerance policies and punitive juvenile justice dispositions fail to remedy the problems that they are meant to resolve.

Op-Ed: “Help Families From Day 1″

Father Son Portrait.  Copyright 2014.

Father Son Portrait. Copyright 2014.

Op-Ed: Clare Huntington, Help Families From Day 1, N.Y. Times, Sep. 2, 2014.  

Good op-ed and this photo is only being used because I could not find my photo of Stapleton!

Generation Later, Poor Are Still Rare at Elite Colleges –

Generation Later, Poor Are Still Rare at Elite Colleges –

Op-Ed on Elite Education and Class: “Why I’m Skipping My Harvard Reunion (A Call to Action)”

_DSC0108Why I’m Skipping My Harvard Reunion (A Call to Action) | Evan Mandery.

And here is a story from the Yale Alumni Magazine that is on the topic of admitting poorer (or just not rich) students.  My own perspective is that there are plenty of poor students who can “handle” Yale or Harvard, the problem is what is defined as merit in the admissions process.  “We can’t find them” or “we can’t get them to apply” are not good justifications for continually favoring the children of the elite.  (Many of you have seen it, but here is my parody article that touches in part on going to such schools.)

New Article: “Reimagining Merit as Achievement”

New Article: Aaron N. Taylor, Reimagining Merit as Achievement, 44 N.M. L. Rev. 1 (2014).  Abstract below:

Higher education plays a central role in the apportionment of opportunities within the American meritocracy. Unfortunately, narrow conceptions of merit limit the extent to which higher education broadens racial and socioeconomic opportunity. This article proposes an admissions framework that transcends these limited notions of merit. This “Achievement Framework” would reward applicants from disadvantaged backgrounds who have achieved beyond what could have reasonably been expected. Neither race nor ethnicity is considered as part of the framework; however, its nuanced and contextual structure would ensure that racial and ethnic diversity is encouraged in ways that traditional class-conscious preferences do not. The overarching goal of the framework is to help loosen the “Gordian knot” binding race to class by ensuring that higher education opportunities are apportioned in true meritocratic fashion.

New Article: “The School-to-Prison Pipeline Tragedy on Montana’s American Indian Reservations”

New(ish) Article: Melina Angelos Healey, The School-to-Prison Pipeline Tragedy on Montana’s American Indian Reservations, 37 NYU Rev. L. & Soc. Change 671 (2013).  Abstract below:

American Indian  adolescents in Montana are caught in a school-to-prison pipeline. They are plagued with low academic achievement, high dropout, suspension and expulsion rates, and disproportionate contact with the juvenile and criminal justice systems.  This phenomenon has been well documented in poor, minority communities throughout the country. But it has received little attention with respect to the American Indian population in Montana, for whom the problem is particularly acute. Indeed, the pipeline is uniquely disturbing for American Indian youth in Montana because this same population has been affected by another heartbreaking and related trend: alarming levels of adolescent suicides and self-harm.

The statistical evidence and tragic stories recounted in this report demonstrate beyond doubt that American Indian children on the reservations and elsewhere in Montana are moving into the school-to-prison pipeline at an alarming and tragic rate. The suicides of so many children is cause for despair, and the complicity of the education system in those deaths, whether through deliberate actions or through inattention, is cause for serious self-reflection and remediation. This article has been written in the hope that the people of Montana, government officials at all levels, teachers and school administrators, and public interest lawyers will have some of the information they need to take action. Despair, prison, and untimely death should not and need not be the ending places of public education for our most vulnerable children.