A groundbreaking collective bargaining agreement has been reached between Portland Public Schools and its unionized teachers, revolutionizing the district’s approach to disciplinary procedures. The agreement mandates that school officials take into account a disruptive student’s race, gender identity, and sexual orientation when developing their disciplinary plan.
Under the new policy, when a student consistently exhibits disruptive behavior, school officials are required to create a comprehensive “support plan” tailored to the student’s needs. This plan must consider the impact of the student’s trauma, race, gender identity/presentation, sexual orientation, and restorative justice practices. Additionally, the agreement eliminates mandatory suspensions for students who pose a threat to others, opting instead for classroom removal.
This policy change aligns with a broader nationwide effort to implement race-conscious disciplinary rules in public schools. The Biden administration, for instance, released a memo urging schools to refrain from suspending students for truancy, citing racial disparities in student discipline. Similarly, school districts in Washington and Illinois have adopted disciplinary policies that prioritize cultural responsiveness and restorative approaches.
Michele Exner, senior adviser at Parents Defending Education, strongly criticized the new disciplinary policy implemented by Portland Public Schools and the Portland Association of Teachers, deeming it “absurd” and counterproductive. Exner expressed concerns that these policies would further contribute to the divisive climate within academic institutions.
Despite requests for comment, neither Portland Public Schools nor the Portland Association of Teachers have responded.
The ratified collective bargaining agreement comes after a month-long teachers’ strike, resulting in a shortened winter break for students. This decision has sparked complaints from parents who argue that it will disrupt their holiday plans.
Centering on Racial Equity and Social Justice
In a November 2022 memo, Portland Public Schools’ collective bargaining team emphasized the need to address racial disparities in disciplinary actions. The team highlighted that Black, Native American, and other students of color are disproportionately referred out of class. As a response, the district aims to incorporate “Restorative Practices” into its disciplinary process.
These practices involve reducing the use of exclusionary discipline, such as suspensions and expulsions. Previously, students who threatened or assaulted their peers were automatically removed from school. Now, these students can be relocated to a designated “self-regulation space” within the school.
The district’s revised agreement also introduces language changes regarding student behavior and discipline. Instead of “handling” disruptive students, school officials are now tasked with providing “support.” The agreement no longer refers to “unacceptable” behavior but rather addresses “continuous disruptive” behavior. Additionally, the district has replaced the concept of a “behavior correction plan” with a comprehensive “support plan.”
This shift in disciplinary procedures follows an increase in fights and behavioral issues among Portland-area students upon their return to in-person learning in 2021. In response, the district has prioritized the development of restorative justice practices, aiming to move away from punitive approaches to student discipline.
In what ways can a race-conscious approach to disciplinary outcomes help address racial disparities and systemic biases within the educational system
C institutions and hinder the ability of schools to maintain a safe and orderly learning environment.
Exner argued that while it is essential to consider a student’s individual circumstances and provide them with support, mandating the consideration of race, gender identity, and sexual orientation in disciplinary action unfairly prioritizes these factors over the actual disruptive behavior. She cautioned against policies that might inadvertently lead to leniency towards certain groups of students or create an environment where students feel they can act without consequence.
Furthermore, Exner raised concerns about the potential consequences of eliminating mandatory suspensions for students who pose a threat to others. She emphasized the importance of ensuring the safety of all students, staff, and faculty within the school community and questioned whether classroom removal is sufficient to protect those who may be at risk.
On the other hand, proponents of the new collective bargaining agreement argue that this policy is a crucial step towards addressing racial disparities in disciplinary outcomes. They highlight the disproportionate impact of disciplinary measures on students of color and argue that a race-conscious approach is necessary to combat systemic biases.
They also emphasize the importance of restorative justice practices and cultural responsiveness in creating a nurturing and inclusive educational environment. They believe that by taking into account a student’s trauma, race, gender identity, and sexual orientation, schools can better address the underlying issues contributing to their disruptive behavior and help them succeed academically and socially.
Supporters of the new policy also argue that it aligns with the larger goals of promoting racial equity and social justice in education. They argue that disciplinary practices that solely focus on punishment often perpetuate cycles of marginalization and exclusion, particularly for marginalized groups. By adopting a more holistic and supportive approach, schools can work towards dismantling systemic barriers and creating an educational system that is fair and inclusive for all students.
The implementation of this new collective bargaining agreement in Portland Public Schools marks an important milestone in redefining disciplinary procedures within the district. As with any significant policy change, there will be both supporters and critics. It remains to be seen how these new procedures will impact student outcomes and whether they will effectively address the racial disparities in disciplinary actions. Only time will tell the true effectiveness and implications of this groundbreaking approach to discipline centered on racial equity and social justice.
Now loading...