Free Case Study About Breaking The Schools Rules

Breaking the Schools Rules

Introduction
Each year the US economy loses $1.8 billion on account of high school dropouts. Moreover the industrial expectation for future employees is drastically cut short by over three million each year (over eight thousand per day) on account of school dropouts. The troubles do not end there however; the problem stretches its tentacles into an already deteriorating crime rate with many of the dropouts embracing a life of crime. Researchers in the school districts and law enforcement have been eager to uncover the reasons behind the exodus from school. The research was conducted over a period of five years with the Texas school districts and the results astonished everyone.

The disturbing link

Researchers established a link between the students who had been repeat offenders in the school’s disciplinary system and the number of students who dropped out. Those who were repeatedly suspended bore a tendency to drop out of school six times more than students who had not faced such disciplinary action or held back a grade. The students with a no record of disciplining by schools had a higher rate of graduation.
This puzzling revelation questions the very existence of tough disciplining since none of its objectives were met if students who receive the punishment leave the school system and eventually start a career in crime. The handing out of the punishment is supposed to impart the importance of adhering to morals and school rules. It is also not meant to provoke a student into quitting school altogether. Furthermore, the study indicates that the rate in which the suspensions and expulsions were handed out quite liberally. The school system has several measures for keeping students focused on their academic performance. The process of punishment is also entwined to this objective. Hence, the dropping out by students who penetrate the depths of academic disciplinary systems is a discouraging sign.

The demographics

Any scenario or instance in life is anticipated by a set of circumstances and background. The introduction of additional pressure in the form of unexpected resultants can set off negative emotional triggers. Hence, the focus turned towards the background of the students to check for any correlating facts that solve this mystery. The first aspect that was checked was the Juvenile Justice System. Is there any relationship between those who were repeatedly reprimanded and other students? Not surprisingly, around fifteen percent of the students in Texas school system had a brush with the Juvenile Justice System. A closer look at the data indicated that students who had contact with the Juvenile Probation System experienced this during the time they were studying seventh to twelfth grades.
The Juvenile Justice System works differently than the regular Justice System. Whenever a student indulges in a delinquent act, the erring student is picked up by the arresting officer and almost always released into the custody of the youngster’s parents or guardians. This allows the youth to progress academically and not be treated as an adult. The study also revealed that 25% of the Afro-American community who face repeated reprimands, were likely have contact with the Juvenile Justice System when compared to 18% of Hispanics and 13% from the white community. Furthermore, students who suffered from speaking disabilities and language skill limitations were also likely embrace criminal action if they were subjected to suspension or expulsion. However, students with mental disabilities and autism did not follow this pattern.

The school districts

The next horizon to examine for researchers was the school districts themselves. A comprehensive study on different campuses would have been impossible to carry out since the backgrounds, economic considerations and the strength of the student body in each school differs. Hence the team selected fifty one schools that had a similar composition. The results were astonishing. Schools that had a higher rate of expulsions or suspensions fared just the same academically as schools that used these disciplinary actions in reduced volume. Clearly, the disciplinary tactics weren’t consistent with all schools. The research team also uncovered that the excessive suspensions and expulsions were not high in schools that admitted students from low income backgrounds. On the contrary, students from affluent backgrounds received more of these disciplinary actions comparatively. The team also uncovered that not all references for students to the Juvenile Probation System were through school systems.

Is disciplining done excessively?

The disciplinary action of suspension is a severe form of punishment that warrants the temporary removal of a student from the classroom. Hence the offense should have been quite severe and not for a matter of not submitting homework regularly. The offense of such severity would be imposed for starting fights, damaging school property, etc. Expulsions are the last resort actions that result in the student’s exit from school and quite possibly based on the data; from the academic route and on to a life of crime. Usually, expulsions are invoked rarely due to the consequences involved. However the study indicated that the schools involved in the study weren’t handing out suspensions based on the actual severity. This finding is the key to this research.
Although there might not be a way to check each and every sentence handed out by the school district or school board, it is possible to ascertain why the dropout rate is so high among those students who were suspended or expelled. The punishment probably did not fit the offense and the repeated use of it in an attempt to control the student isn’t working out. In fact, it has been emitting a negative impact as opposed to the objectives of handing out punishment in the first place.

Conclusion

This is an important study that not only identified the dilemma of students facing excessive disciplinary action; it also denotes the crisis faced by teachers today. They are unable to handle volatile situations inside and outside the classroom on campus. Ordinarily, it would be difficult to even witness an expulsion during a school year twenty years earlier. However nowadays, they are handed out like detentions. Certainly, school disciplining has escalated. Teachers and principals need education on new and innovative correction methods that would not only teach the student the enormity of the offence, but also aid the student to not commit the same offense again. The requirement is for a constructive disciplinary procedure. It is to the advantage of the society and the country’s economy to increase the number of high school graduations. This would automatically reduce the crime rate; especially among youngsters.
Schools are not just places to gain academic knowledge. They shape the way we live our lives for the rest of our days during out time at school. It is important that students are not antagonized and isolated especially when they are exploring their surroundings. It is the duty of the school districts to ensure that they not only focus on academics and cater more to the overall welfare of its students. The generation of today is extremely emotional and sensitive. The sting of embarrassment to face with the peer group is never easy for students and youngsters of today; dropping out or embracing a path of crime seems easier to them. Hence, it is a good idea to impart ways to enable students’ progress with a positive approach to problems than to simply handout suspensions. The existing system does not allow an innovative approach, yet this research and its results should appeal to policymakers who can bring about the necessary changes into the school districts. A start for a new disciplinary system should start by not awarding expulsions unless the student does something remarkably out of the ordinary; like bringing a gun to school.