Yet Another Fake “Study” Asserts That Black Males Get Suspended More from School than Whites, Due Solely to Racial Discrimination (Like the Crazy White Idea that Kids Should Not be Able to Turn a Classroom into a Jungle)

[Previously, at WEJB/NSU:

“Dubious Scholarship Feeds Racial Politics in Schools.”]
 

Re-posted by Nicholas Stix
Last updated on Saturday, March 1, 2014, 7:03 a.m.

For generations, honest scholars have noted the state of extreme disorder that is the norm nationwide in classrooms with large proportions of black students. This "method" will re-define anarchy as "vibrancy," or some other ridiculous euphemism.

If this propaganda method is institutionalized, incidents like the one in my previous item will be swept under the carpet.

It will also lead to new waves of white and Asian flight, assuming there are any parents from those groups who haven’t yet fled the public schools who can afford to.

P.S. March 1, 2014: I just came back to this item, in order to fix the formatting, and I noticed that it contains no link to the fake study. I found, as well, that I had neglected to post the hyperlink to the original press release. I hunted down the press release, only to find that it contains no hyperlink to the fake study. Is this a fake press release to a non-existent study?

Well, no. I was able to hunt down the study [pdf], which I guess the folks in PR didn’t want people to read. It’s a fake study, alright, but I don’t have the time to expose its fakeness in all its glory, right now. but feel free to read it for yourself. And when you have, please be so kind as to explain how a method for radically reducing all school discipline, where black students are concerned, and keeping disruptive, disrespectful, and violent black students in class, as opposed to suspending them, could be a logical or moral response to a couple of white students committing mass murder in a school.
 

Study: Va. Schools Suspend Black Male Students at Twice the Rate of White Males

Wednesday, December 18, 2013

A joint report released today by the University of Virginia’s Curry School of Education and Charlottesville’s Legal Aid Justice Center finds that in Virginia schools, black male students are twice as likely to be suspended as white male students. [Only “twice as likely”? That means they’re already enjoying incredible bias. The rate should be anywhere from 5-1 to 10-1. And what about the black-Asian proportion? They refuse to publicize that, because that would lead to questions they want don’t want to answer.] It also finds that most black students are being suspended for relatively minor misbehavior, such as being loud or disruptive in class. [Since when is taking over a classroom and making it impossible to teach, “relatively minor misbehavior”? The PR writer also forgot to list “cursing out teachers”; abolishing suspensions of black students for cursing out their teachers, or at least their white teachers, is a pillar of the pro-black student thug movement.]

The joint report also unveils the results of a new study demonstrating that use of the Virginia Student Threat Assessment Guidelines, developed by U.Va. professor Dewey Cornell, is associated with lower rates of school suspensions, including a smaller racial discipline gap. Schools using the guidelines have substantially lower rates of school suspensions, especially among black males.

Specifically, the report finds that:

• Schools implementing threat assessment had smaller racial disparities in their long-term suspension rates; and
• Threat assessment was associated with lower rates of out-of-school suspension overall: 15 percent fewer students received short-term suspensions and 25 percent fewer students received long-term suspensions in schools using threat assessment.

“In previous longitudinal studies, we found that suspension rates were markedly reduced when schools adopted the Virginia Student Threat Assessment Guidelines,” said Cornell, who led a Curry School team in conducting the study. “Our new cross-sectional study suggests a statewide impact involving more than 600 secondary schools with fewer suspensions for thousands of students.”

The threat assessment guidelines are used in several thousand schools in more than a dozen states, Cornell said, and also have been used in Canadian schools and as a model for programs in several European countries.

“Studies have found no support for the hypothesis that black students misbehave more often [That’s a bald-faced lie!],” said Angela Ciolfi, the legal director of JustChildren, a child advocacy program of the Legal Aid Justice Center that provides free legal representation to low-income [translation: black and Hispanic] children [sic] families in Central Virginia. “In fact, racial disparities in suspension rates have raised increasing concern nationally because the data shows just the opposite – that black students are more likely to be suspended for more subjective and less serious reasons.”

[Bull; racial socialists have been waging war on behalf of thuggish black school kids since school integration began, in the mid-1950s.]

The new report also provides practical tips for educators and law enforcement professionals implementing threat assessment and makes several policy recommendations, including requiring that schools ensure suspended and expelled students continue to make academic progress during periods of disciplinary removal.

In response to the tragic shootings at Sandy Hook Elementary School in Newtown, Conn., Virginia became the first state in the country to mandate the formation of threat assessment teams in all its schools. Although the term “threat assessment” is unfamiliar to most educators, it is a violence prevention strategy that begins with an evaluation of persons who threaten to harm others and is followed by interventions designed to reduce the risk of violence.

[First of all, the Newtown shooting had nothing to do with these characters’ aims. Second, how, if the “threat assessment guidelines” are in use in thousands of schools, could “most educators” be unfamiliar with them? It sounds like a con job to me. All over America, dialogues like this will be taking place:

Teacher: “I’ve never heard of this. It sounds a little fishy.” Activist: “Oh, they’ve already been used with great success in thousands of schools affecting millions of students.”

As for the line about “interventions designed to reduce the risk of violence,” if misbehavior is being re-defined as acceptable, and no discipline is being issued, there will be no interventions. It’s all propaganda.]

A key aspect of threat assessment is its emphasis on considering the context and meaning of the student’s behavior and taking action that is proportionate to the seriousness of the student’s actions. This approach regards a threat as a sign of frustration or conflict that might be amenable to intervention, rather than simply a violation of rules that must be punished. [English translation: When a black student misbehaves, we'll use sophistry to rationalize away the misconduct, but when a white student misbehaves, we'll go "zero tolerance" on him, and come down on him like a ton of bricks.]

Currently, more than 1,000 of Virginia’s schools are using the guidelines.

[I’d like some proof for that bold claim.]

About the Author

Angela Ciolfi

Legal Director

JustChildren Program

angela@justice4all.org

434-529-1810

Media Contact:

Rebecca P. Arrington

Assistant Director of Media Relations

U.Va. Media Relations
rpa@virginia.edu

(434) 924-7189

U.Va. education professor Dewey Cornell developed the Virginia Student Threat Assessment Guidelines, which are used in several thousand schools around the country.