Parent group files federal complaint against Portland schools for discriminatory discipline based on gender identity and race
A Parental Rights Group Files Federal Complaint Against Portland Public Schools
A parental rights group has taken action against public schools in Portland, Oregon, accusing them of considering gender identity and race when disciplining students. Parents Defending Education filed a federal civil rights complaint with the Department of Education, criticizing the district’s new discipline policy.
“Portland Public Schools has enacted several concerning policies that treat students and educators differently based on race and gender identity,” including “disciplining some students and not others, solely based on immutable characteristics,” reads the complaint.
The complaint urges the Department to promptly investigate the allegations, rectify unlawful policies and practices, and provide appropriate relief. The new discipline policy is part of a collective bargaining agreement between Portland Public Schools and its unionized teachers, which ended a month-long strike in late November.
When a student engages in continuous disruptive behavior, school officials must develop a support plan that takes into consideration various factors such as trauma, race, gender identity, sexual orientation, disability, social emotional learning, and restorative justice, as appropriate for the student.
Caroline Moore, vice president of Parents Defending Education, expressed her dismay at the policy, stating, “Teachers in Portland Public Schools are encouraged to discipline students based on their race, and it’s appalling. This provision was included in their strike agreement, which is corrupt and un-American. I eagerly await the U.S. Department of Education’s investigation into this district’s unlawful practices.”
The new disciplinary policy also prohibits suspending students who threaten or harm others. Instead, these students may only be removed from their classroom and sent to a designated “self-regulation space” within the school. Previously, Portland schools had the authority to suspend middle and high school students for at least five days in extreme cases of physical harm or violence. However, through the union agreement, the district has expanded its rapid response teams to intervene early in such situations.
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The agreement replaces the term “unacceptable” student behavior with “continuous disruptive” behavior and refers to “support plans” instead of “behavior correction plans.” Student discipline has become a growing concern in Portland’s public schools.
Portland teachers have reported an increase in students facing mental health issues, leading to conflicts. In response, the school district has been working to strengthen its “restorative justice” practices over the past two years. However, the pandemic has resulted in a surge in requests for the district’s restorative justice services, further highlighting the discipline issue.
What concerns does Parents Defending Education have regarding the potential impact of the new policy on the educational environment?
Propriate,” states the new policy.
Parents Defending Education argues that the policy violates students’ civil rights by allowing disciplinary actions to be based on characteristics such as race and gender identity. They claim that this approach creates a discriminatory environment and perpetuates inequality among students.
Furthermore, the group asserts that the new policy fails to provide clear guidelines for determining when and how race and gender identity should be taken into account during disciplinary actions. This lack of clarity, they argue, opens the door for subjective interpretations and potential bias in disciplinary decisions. Parents Defending Education believes that all students should be treated equally, regardless of their immutable characteristics.
The complaint also highlights concerns over the potential impact of the new policy on the educational environment. By focusing on factors such as trauma, race, and gender identity, the group argues that the disciplinary approach neglects other important aspects that may contribute to a student’s behavior. They suggest that a more holistic approach, which considers multiple factors, would be more effective in fostering a positive and inclusive learning environment for all students.
In response to the complaint, Portland Public Schools has stated that they stand by their new discipline policy and believe that it aligns with their commitment to equity and anti-discrimination efforts. They argue that the policy is intended to address the disproportionate disciplinary actions faced by students of color and LGBTQ+ students, who historically have been subjected to harsher punishments. The district maintains that the policy is necessary to create a more fair and just system of discipline within their schools.
The Department of Education has confirmed that they have received the complaint and are reviewing the allegations against Portland Public Schools. They have not provided a timeline for their investigation or any potential actions that may be taken. Parents Defending Education hopes that the complaint will lead to a thorough examination of the new policy and its impact on students’ civil rights. They seek a resolution that ensures the fair treatment of all students within the Portland Public School district.
As the dispute continues, the outcome of this federal complaint will have far-reaching implications for the education system in Portland and potentially serve as a precedent for similar cases nationwide. The balance between addressing historical disparities and maintaining an objective system of discipline will be at the forefront of the ongoing discussion surrounding educational equity.
With both sides firmly standing behind their positions, the resolution of this complaint will require a careful examination of the legal and ethical aspects involved. Only then can a decision be reached that respects the rights of all students and ensures a fair and inclusive educational environment.
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