Disproportionality Fills in the Gaps: Connections between Achievement, Discipline and Special Education in the School-to-Prison Pipeline
Berkeley Review of Education, Vol. 5, No. 1, 2014: 53-87.
36 Pages Posted: 21 Oct 2014 Last revised: 30 Dec 2020
Date Written: 2014
The focus on the achievement gap has overshadowed ways in which school systems constrain student achievement through trends of racial disproportionality in areas such as school discipline, special education assignment, and juvenile justice. Using Critical Race Theory, we reframe these racial disparities as issues of institutionalized racism. First, we examine specific education policies and laws that contribute to racialized populations becoming part of the School-to-Prison Pipeline. Second, using a state-level case study in Colorado, we illustrate through critical race spatial analysis the increasing overrepresentation of students of color as they move through the School-to-Prison Pipeline from public schools to the juvenile justice system. Finally, we discuss suggestions for improving racial equity and reducing the flow of the School-to-Prison Pipeline.
Keywords: school-to-prison-pipeline, Critical Race Theory, special education
JEL Classification: J71, J78, K00, K39, K49, I20
Suggested Citation: Suggested Citation