FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W3121824227> ?p ?o ?g. }

• W3121824227 startingPage "653" @default.
• W3121824227 abstract "I. INTRODUCTIONThe school-to-prison pipeline is a collection of punitive laws, policies, and practices that push young people-particularly African-American students, male students, students with disabilities, and students from low-wealth communities-out of school and into the juvenile and criminal systems.1 By understanding and asserting their clients' educational rights and incorporating their clients' education histories and records into their delinquency representation, juvenile defenders can help dismantle the pipeline. Specifically, incorporation of their clients' education histories and knowledge of education law can assist a defender in making arguments for diversion from the juvenile system; improving negotiation; litigating pretrial motions; arguing defenses related to capacity and intent; making creative dispositional arguments; and obtaining essential educational services for the client, all of which can reduce the client's chances of further juvenile and criminal system involvement.This Article proceeds as follows. In Part II, we provide a brief history of the increased imposition of excessively punitive discipline and law enforcement imperatives on public education. This history includes reference to data showing that excessive discipline and heightened law enforcement presence fail to make schools safer. In this Part, we discuss the consequences of harsh disciplinary policies, including increased referrals to juvenile and criminal systems and exclusion of ever growing numbers of students from the education system. Part III sets forth the ethical backdrop for the argument that defenders have a role to play in helping dismantle the pipeline. Part IV makes specific practice recommendations for defenders in their delinquency representation as well as advocacy suggestions for advancing educational rights.II. EDUCATION ON LOCKDOWNA. A Brief History of Punitive and Criminalized School DisciplineIn the 1980s and 1990s, schools became consumed by a law and order approach to managing behavior.3 The backdrop to this approach included tough-on-crime policies such as the War on Drugs, mandatory sentencing laws, three strikes laws, and broken windows policing; a handful of high-profile school shootings; and media-driven, irrational fears about juvenile crime and super-predators. Law enforcement officers, metal detectors, surveillance cameras, and narcotics dogs rapidly became commonplace in schools across the nation. Additionally, on the heels of the Gun-Free Schools Act of 1994, which required local school districts to expel any student who brings a firearm to school for a minimum of one year,4 school district leaders and state lawmakers across the country enacted disciplinary laws and policies that required automatic and often highly severe punishments such as long2. term suspension or expulsion for offenses involving possession of any weapon and assaults against other students.5Zero tolerance policies significantly increased the number of suspensions and expulsions in schools.6 Proponents of the policies touted them both as an effective mechanism for maintaining safety and order in schools through deterrence and removal of disruptive students, and as a method for ensuring that disciplinary measures were meted out on a fair and even-handed basis.7 However, recent research belies these claims. Zero tolerance punishments do not deter disruptive behavior, and do not improve student behavior or school safety.9Further, at the same time as zero-tolerance policies were being enacted, policymakers did not curtail the use of out-of-school suspension for discretionary (i.e., non-mandatory zero tolerance) infractions, including offenses such as fighting and criminal mischief.10 These discretionary offenses now comprise the bulk of the offenses for which students are suspended.B. The Serious Consequences for Students of Enhanced School SecurityArmed police officers now can be found in public schools around the country in drastically increased numbers. …" @default.
• W3121824227 created "2021-02-01" @default.
• W3121824227 creator A5036325030 @default.
• W3121824227 creator A5078442704 @default.
• W3121824227 date "2013-10-01" @default.
• W3121824227 modified "2023-09-26" @default.
• W3121824227 title "How Juvenile Defenders Can Help Dismantle the School-to-Prison Pipeline: A Primer on Educational Advocacy and Incorporating Clients' Education Histories and Records into Delinquency Representation" @default.
• W3121824227 hasPublicationYear "2013" @default.
• W3121824227 type Work @default.
• W3121824227 sameAs 3121824227 @default.
• W3121824227 citedByCount "3" @default.
• W3121824227 countsByYear W31218242272014 @default.
• W3121824227 countsByYear W31218242272016 @default.
• W3121824227 countsByYear W31218242272019 @default.
• W3121824227 crossrefType "journal-article" @default.
• W3121824227 hasAuthorship W3121824227A5036325030 @default.
• W3121824227 hasAuthorship W3121824227A5078442704 @default.
• W3121824227 hasConcept C144024400 @default.
• W3121824227 hasConcept C17744445 @default.
• W3121824227 hasConcept C185592680 @default.
• W3121824227 hasConcept C199539241 @default.
• W3121824227 hasConcept C2776054725 @default.
• W3121824227 hasConcept C2777711708 @default.
• W3121824227 hasConcept C2779777834 @default.
• W3121824227 hasConcept C2780262971 @default.
• W3121824227 hasConcept C2780656516 @default.
• W3121824227 hasConcept C55493867 @default.
• W3121824227 hasConcept C71376074 @default.
• W3121824227 hasConcept C73484699 @default.
• W3121824227 hasConcept C83645499 @default.
• W3121824227 hasConcept C98184364 @default.
• W3121824227 hasConceptScore W3121824227C144024400 @default.
• W3121824227 hasConceptScore W3121824227C17744445 @default.
• W3121824227 hasConceptScore W3121824227C185592680 @default.
• W3121824227 hasConceptScore W3121824227C199539241 @default.
• W3121824227 hasConceptScore W3121824227C2776054725 @default.
• W3121824227 hasConceptScore W3121824227C2777711708 @default.
• W3121824227 hasConceptScore W3121824227C2779777834 @default.
• W3121824227 hasConceptScore W3121824227C2780262971 @default.
• W3121824227 hasConceptScore W3121824227C2780656516 @default.
• W3121824227 hasConceptScore W3121824227C55493867 @default.
• W3121824227 hasConceptScore W3121824227C71376074 @default.
• W3121824227 hasConceptScore W3121824227C73484699 @default.
• W3121824227 hasConceptScore W3121824227C83645499 @default.
• W3121824227 hasConceptScore W3121824227C98184364 @default.
• W3121824227 hasIssue "4" @default.
• W3121824227 hasLocation W31218242271 @default.
• W3121824227 hasOpenAccess W3121824227 @default.
• W3121824227 hasPrimaryLocation W31218242271 @default.
• W3121824227 hasRelatedWork W1500958332 @default.
• W3121824227 hasRelatedWork W1756578130 @default.
• W3121824227 hasRelatedWork W2021917362 @default.
• W3121824227 hasRelatedWork W2190450022 @default.
• W3121824227 hasRelatedWork W2278046383 @default.
• W3121824227 hasRelatedWork W2315701986 @default.
• W3121824227 hasRelatedWork W2503240787 @default.
• W3121824227 hasRelatedWork W2515433481 @default.
• W3121824227 hasRelatedWork W2619827186 @default.
• W3121824227 hasRelatedWork W2788794040 @default.
• W3121824227 hasRelatedWork W2794547041 @default.
• W3121824227 hasRelatedWork W2806005009 @default.
• W3121824227 hasRelatedWork W2904475030 @default.
• W3121824227 hasRelatedWork W3082257096 @default.
• W3121824227 hasRelatedWork W3199320426 @default.
• W3121824227 hasRelatedWork W3199964694 @default.
• W3121824227 hasRelatedWork W341566913 @default.
• W3121824227 hasRelatedWork W40795320 @default.
• W3121824227 hasRelatedWork W809774033 @default.
• W3121824227 hasRelatedWork W2182155956 @default.
• W3121824227 hasVolume "42" @default.
• W3121824227 isParatext "false" @default.
• W3121824227 isRetracted "false" @default.
• W3121824227 magId "3121824227" @default.
• W3121824227 workType "article" @default.