Transforming Education by Putting Kids First |
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IDRA Newsletter – This Issue's Focus:
Redefining Discipline
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In This Issue
Stop the Bad; Do the Good – Hurting and Excluding Students Feeds the School-to-Prison Pipeline
Schoolwide Restorative Justice Practices – A Guided Tour
School Districts with Higher Rates of Suspension Graduate Fewer Students – New IDRA Analysis Examines Texas Data
New Data Dashboard: Corporal Punishment in U.S. States & School Districts
In Memoriam – IDRA Founding Board Chair Mr. Jesse S. Treviño
Tribute – Jesse S. Treviño
Recent News
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Stop the Bad; Do the Good – Hurting and Excluding Students Feeds the School-to-Prison Pipeline |
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by Morgan Craven, J.D.
In this article, Morgan Craven draws from over a decade of experience working on discipline and policing issues in schools to present recommendations for changing the way that schools approach student discipline.
Stopping the bad begins by understanding the school-to-prison pipeline as a complex system of policies, practices and attitudes that increases the likelihood that students of color, students with disabilities, LGBTQ students, and those with intersecting identities will be pushed out of the classroom and potentially toward the justice system.
In contrast, doing the good requires the use of data-driven methods to weed out negative biases and the practices that contribute to punitive, exclusionary discipline.
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Schoolwide Restorative Justice Practices – A Guided Tour |
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by Paula N. Johnson, Ph.D.
Implementing restorative justice practices involves developing welcoming learning environments that are inclusive of all students and foster relationships within the school community. IDRA encourages schools and districts to implement these practices to address schoolwide equity issues.
In this article, Dr. Johnson provides a guided tour of the implementation process and shares expectations, challenges and benchmarks for the first two to three years. The IDRA EAC-South provides restorative practices training that integrates culturally sustaining pedagogy into our content to inform schoolwide shifts toward equity.
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School Districts with Higher Rates of Suspension Graduate Fewer Students – New IDRA Analysis Examines Texas Data |
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by Lola Solís
Exclusionary discipline practices that punish students by pushing them out of the classroom are proven to have adverse effects on students’ academic performance and achievements, such as attrition, graduation, state assessment test performance and dropout rates.
IDRA’s analysis of data from the Texas Education Agency and the U.S. Department of Education Civil Rights Data Collection found that higher rates of out-of-school suspension are associated with higher rates of high school non-completion.
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New Data Dashboard:
Corporal Punishment in U.S. States & School Districts
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Corporal punishment is still legal in schools across 19 states, particularly across the U.S. South. While many states have banned the use of corporal punishment, more than 106,000 children received corporal punishment during the 2015-16 school year.
Corporal punishment does not teach or lead to improved behavior. But it does harm children. And corporal punishment is more likely to be inflicted on children of color, with Black students being most likely to be subject to corporal punishment than any other students.
Visit IDRA’s End Corporal Punishment in Schools website to learn more:
• New Data Dashboard: Corporal Punishment in U.S. States and School Districts
• Policy Brief: Stopping Harmful Corporal Punishment Policies in Texas
• Video: Congressional Briefing on the Protecting Our Students in Schools Act
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In Memoriam – Mr. Jesse S. Treviño |
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It is with sadness that we share the news that Mr. Jesse S. Treviño, former and founding chair of the IDRA Board of Directors, passed away September 3, 2021, surrounded by family. His commitment to education and empowering children were driving forces in his life. He has been a cherished leader in the IDRA family throughout our almost five decades. |
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Tribute – Jesse S. Treviño |
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by Dr. María “Cuca” Robledo Montecel
Mr. Jesse Treviño served as chair of the IDRA board for three decades. He did so with determination, consistency and great clarity about the importance of education for children, families and communities.
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Media Coverage in September
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5815 Callaghan Road, Suite 101
San Antonio, Texas 78228
Phone: 210-444-1710
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The Intercultural Development Research Association is an independent, non-profit organization. Our mission is to achieve equal educational opportunity for every child through strong public schools that prepare all students to access and succeed in college. IDRA strengthens and transforms public education by providing dynamic training; useful research, evaluation, and frameworks for action; timely policy analyses; and innovative materials and programs.
IDRA works hand-in-hand with hundreds of thousands of educators and families each year in communities and classrooms around the country. All our work rests on an unwavering commitment to creating self-renewing schools that value and promote the success of students of all backgrounds.
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