Fresno Unified School District. Within the Fresno Unified School District suspension and expulsion rates have also decreased over the past five years as teachers and administrators have worked to provide intervention for student miss-behavior, rather than enforcing out-of-school suspension. Additionally, The California Endowment awarded Central Valley schools a two-year grant worth $504,182 to promote positive disciplinary practices within their district (Fresno State, N.D.). This was done through a partnership with UC Merced’s Central Valley Learning and Leadership Network, whom provided the districts with assistance in promoting and implementing polices that promote positive school discipline. The overall goal of the grant was to increase graduation rates and improve academic performance by reducing the numbers of suspension and expulsion, particularly among minority students.
In order to reduce that rate at which minority students, mostly African American students, are susceptible to racial disparities, including disproportionally higher rates of suspension and higher rates of school drop-out, Fresno Unified School District recently invested nearly $1 million to overcome and transform the school climate regarding race and racial bias (Fresno Bee, 2017). The school district plans to create a new position, with the primary role being to “promote a culture of equity and inclusion for African American students, families, employees, and community” and to carry out a mentoring and parent outreach program from the African American community (Fresno Bee, 2017). The reason for implementing this change is a result of a recent court case in Kern County in which the judge ruled that African American and Latino students are unfairly disciplined in schools. In 2014, Kern County had the highest number of student expulsion, and discriminatory policies were in place that led to minority students being disciplined more than double that of white students (Fresno Bee, 2017). In addition to monetary compensation for students impacted, the Kern County School District is not required to undergo training about stereotypes and race issues. Given the disparities that exist within their own district, the Fresno Unified School District has been taking proactive methods to create equity for all students.
Moving Forward
As a future school counselor is imperative to have an understanding of restorative justices and have polices in place that promote preventative approaches when student behavioral problems take place. Although exclusionary discipline practices continue to be used in response to a variety of student problem behaviors, research indicates that suspension is unlikely to change student conduct. Policies that have been set in motion in California and the Fresno Unified School District have taken measures to reduce suspensions and the racial disparities that exist. Research has also continued to explore methods that can be utilized to reduce high rates of suspensions. To best address problem behavior among students, it is critical that schools develop a responsive disciplinary system based on student behavior (Massar, McIntosh, & Eliason, 2015). Massar, McIntosh, and Eliason (2015) suggested that schools could reduce rates by (a) implementing evidence-based preventative approaches to problem behavior and (b) developing instructional alternatives to suspension when problem behavior occurs. Additionally, Peterson (2005) proposed the following alternatives to out-of-school suspension that focuses on the re-integration of students into the academic setting: (a) problem solving/contracting, (b) restitution, (c) min-courses or skill modules, (d) parent involvement/supervision, (e) counseling, (f) community services, (g) behavior monitoring, (h) coordinated behavior plans, (i) alternative programming, and (j) in-school suspension.
Preventive practices help establish an environment where students are more likely to display appropriate, positive behavior and less likely to engage in problem behavior. When students do exhibit problem behavior, using instructional responses that are directed at teaching key social skills and re-integrating students into the academic setting, rather than removing them from it, can promote change in student behavior while reducing both the need for and the use of suspensions (Massar, McIntosh, & Eliason, 2015). In order to improve student academic achievement and success, counselors have a strong understanding of preventative practices, such as these to truly make an improvement.
Conclusion
Research and mandated reports on school suspension, including racial and ethic disparities, have made reducing suspension and creating equity a priority for California school districts, including Fresno Unified School District. Focuses have included increased training and support for teachers and alternative to suspension. While rates of suspension have slowly been lower, the concerns for racial disparities, especially among African American students, still exist. Further promotion towards restorative practices is necessary in order to better promote school safety and discipline, increase student academia, and lower dropout rates.