1. Welcome. We are organizing initially by commentary authors
Welcome! We are organizing initially by commentary authors. Please choose the author group you’d like to start in.

2. Goals
Identify, compare, and analyze various ethical, empirical, and practical considerations relevant to the Cell Phone Case.
Draw upon these considerations to discuss the distinctions and intersections between educational injustice and other forms of social injustice.
Evaluate the relevance of particular ethical, empirical, and practical considerations of educational and social injustice to specific agents/roles.

3. Agenda Written Reflection Abena: Mini-lecture on STPP
Commentary Author small group discussions
Jigsaw and Category Sorts
Debrief/Ending Reflection

4. Written Reflection (private)
Describe an experience in which you observed educational injustice and social justice intersect. What was the outcome? How did you feel? This might be an experience you observed in your work as a practitioner, as a student, as a parent, or as a community member.

5. What do we mean when we say “school to prison pipeline”?

6. What is the phenomenon that we are trying to explain?
“For many young people, our schools are increasingly a gateway to the criminal justice system. This phenomenon is a consequence of a culture of zero tolerance that is widespread in our schools and is depriving many children of their fundamental right to an education.”
Sen. Richard “Dick” Durbin D-Ill
Source: (Elias, 2013, p. 39).

7. What evidence suggests that schools may be “gateways to the criminal justice system”?
There are strong and persistent correlations between school outcomes and juvenile justice system contact.
Rates of re-enrollment after contact with the juvenile justice system are estimated between 25-33% in one city.
Source: (Wald & Losen 2003; Redfield & Nance, 2016).

8. What is the phenomenon that we are trying to explain?
“For many young people, our schools are increasingly a gateway to the criminal justice system. This phenomenon is a consequence of a culture of zero tolerance that is widespread in our schools and is depriving many children of their fundamental right to an education.”
Sen. Richard “Dick” Durbin D-Ill
Source: (Elias, 2013, p. 39).

9. What policies are attributed to the “culture of zero tolerance”?
School discipline policies that set mandatory consequences for violations of school rules.
Increased presence of police in schools.
Adoption of laws mandating referral of children to law enforcement authorities for a variety of school code violations.
Source: (Wald & Losen, 2003).

10. Which students are most impacted by these policies?
Black students are 3.3 times more likely to be suspended or expelled than their White counterparts.*
Latino students are nearly twice as likely be suspended or expelled than their White counterparts.*
Students with disabilities are 3.6 times more likely to suspended than other students in elementary school and 2.2 times higher in middle and high school.
*These patterns hold for both male and female students, though disparities are somewhat attenuated between female students.
Source: (Redfield &Nance, 2016).

11. Implicit biases influence discretionary decisions.
What are the practices associated with schools being “gateways to the criminal justice system”?
Schools serving students who are Black, Latino, or have a disability tends to have:
Harsher disciplinary consequences.
Lower expectations.
Inexperienced or out-of-license teachers.
High rates of retention.
Restrictive special education programs.
Implicit biases influence discretionary decisions.
Source: (Wald & Losen 2003; Redfield & Nance, 2016).

12. What are the limits of a “pipeline”?
Some suggest that the pipeline metaphor illuminates systemic processes, but hides individual actions.
Rather than a pipeline, a bundle of risk factors? How does resilience fit in?

13. Commentator Groups
What ethical, empirical, and/or practical considerations does your commentator raise in discussing the cell phone case?
Record each consideration on a separate sticky
Each member of your group should have a complete set of stickies to take with them for the next exercise

14. Jigsaw Group Task 1
Each group member shares the ethical, empirical, and practical considerations raised by their commentator
What considerations were not raised by any commentator? What else needs to be taken into consideration in the cell phone case?
Record these on new stickies—again, one consideration per sticky.

15. Jigsaw Group Task 2
As a group, come up with a new scheme to organize these considerations (i.e. no longer by author/source).
What is the logic behind this new set of categories or organizational approach?
Choose someone to explain it quickly to the class in a whip-around.

16. Jigsaw Group Task 3 Reorganize considerations by relevance to:
Ms. Smith
Mr. Jackson
Other(s) (who?)
Why did you make the choices you did?
Choose someone new to explain it quickly to the class in a whip-around.

17. Debrief
How do school-based versus non-school-based sources of injustice intersect in this case, in light of the various considerations at play? What principles and practices should guide educators and policy makers in responding to multiple sources and forms of injustice? To what extent, if at all, should educators/schools be responsible for addressing or ameliorating social injustices that arise from outside schools?

18. Reflection
What are the ethical, empirical, and practical considerations relevant to the experience you wrote about at the beginning of class? What are the values and principles that guided the decision makers in your case? What are the values and principles that should guide decision-makers?