Throwing kids away
Schools are suspending students too long; the Legislature must ensure penalties fit offenses
If there’s one thing New York’s educators have learned from the pandemic, it’s the value of in-person education. Study after study has shown, despite the best efforts of teachers and administrators to keep pupils engaged, there’s no substitute for young people interacting with teachers and each other in non-virtual settings.
That’s one reason why maintaining class discipline is fundamental and a reminder of the stakes involved when a student’s misconduct results in a drawn-out suspension.
A recent report from the Hechinger Report’s Sarah Butrymowicz offered a distressing look at how prevalent long suspensions — those lasting more than 20 days — can be in some school districts, even as New York City has ended the practice in most cases. Data has shown many of the districts that use this tactic most heavily include larger numbers of minority students. (Earlier reporting from the Times Union, meanwhile, delved into the flip side of this problem: districts that respond to extreme violence by students with suspensions that last only a few days.)
Research has shown the deleterious long-term effects of extended or “severe” suspensions: Grades and standardized test scores go down, and the impact on future misbehavior by the student and the classroom atmosphere are negligible at best. Students described the hard road of catching up academically and the related alienation from their peers. And while some districts do a better job setting up alternate educational plans and monitoring students on suspensions, others settle for a few hours a week with a tutor and not much else.
Educators at this week’s meeting of the Board of Regents defended the practice, with some saying the mere threat of extended suspension was an effective bargaining chip in negotiations meant to compel families to sign “voluntary ” behavioral contracts that might include mental health treatment. This type of tactic — which might be described as soft blackmail — should be off the table.
The state Legislature can establish clear guidelines for educators to follow. Lawmakers have for most of a decade been examining the Solutions Not Suspensions bill, which would follow the lead of New York City and other states by setting a 20-day cap for all but the most egregious behavior.
Groups that represent teachers and administrators oppose the measure, using arguments rather similar to those used by corrections officers demanding the return of unchecked solitary confinement.
There’s clearly middle ground here, and it’s time for lawmakers, state officials and educators to find it. Instead of letting the measure die in committee, it’s time to find meaningful ways to address genuine concerns.
Every student has the right to an education, as well as safety and a semblance of order in school. Long suspensions don’t appear to address either.