Hallway Patrol

Average of five students arrested per day at city schools last fall

Students and advocates rally at police headquarters after the release of data on arrests and police incidents at city schools.

Police officers arrested more students and handed out more tickets in schools as the school year got underway, according to new data released today. On average, five students were arrested per day on school grounds between October and December 2011.

Those statistics come from a trove of data the New York Police Department is required to release under a relatively new law mandating the disclosure of information about in-school arrests and suspensions. The first data dump, released in late November and compiled by the American Civil Liberties Union, showed police had arrested or ticketed roughly four students per day on school grounds between July and September.

Both reports show that disproportionate number of black and Latino students were being arrested and ticketed. 74.9 percent of those arrested during the fall quarter were male, and 93.5 percent were black or Latino. Black and Latino students make up about 71 percent of students in city schools.

Over the 55 school-day period between Oct. 1 and Dec. 31, NYPD reported nearly 2,300 incidents. Of those, 279 resulted in arrests and 532 in summonses. According to NYCLU’s analysis, 63 percent of summonses were for disorderly conduct. of the arrests, about 120, or 40 percent, were labelled as assault or related to assault.

This afternoon, politicians joined representatives from the ACLU’s New York chapter and several student advocacy groups to decry the statistics as evidence that police involvement in schools leads to racial discrimination and a fearful environment. As a ring of police officers looked on, advocates rallying outside of NYPD headquarters said they would like the City Council to revisit the issue of the NYPD role in schools now that the council’s Student Safety Act is is in effect.

“These students are being arrested for misbehaving,” said Donna Lieberman, executive director of the New York Civil Liberties Union. She noted that black students were nine times more likely to be arrested at school than their white peers, according to the statistics, drawing a comparison between police actions in schools and the city’s controversial stop-and-frisk policy — a Bloomberg administration policy that is set to play a prominent role in the 2013 mayoral race. She also said she expects the numbers to climb to 2,500 students arrests and summonses total by the end of the academic year.

Sarah Arvey, a middle school teacher in Queens and a member of the advocacy group Teachers Unite, said students of color at her school, Catherine and Count Basie Middle School in Jamaica, Queens, have come to expect encounters with police officers and suspensions.

Speaking of one student, she said, “The routine of experiencing punitive consequences has convinced him that regardless of his abilities or educational potential he and his peers were better off expecting their fate as criminals instead of proving their worth as students. It would be cheaper and less time-consuming to address their needs in a positive way within the classroom setting.”

The report said 18.6 percent of those students arrested were middle school-aged.

Arvey told me that she has heard of other educators successfully diffusing conflicts between students through peer and community mediation tactics and “restorative justice circles” or peace circles, which involve bringing opposing parties together to discuss and resolve their issues among third-party community members and fellow students.

Adama Diallo,17, a junior at Bronx International High School, told me peer mediation has improved the environment at her school, and could be adopted by others. She and several other students received peer mediation training organized through the Urban Youth Collaborative, she said, and then applied what they learned to conflicts at school. For example, when two students once threatened to fight each other after a disagreement in the cafeteria, Diallo said she encouraged them to find a peaceful solution by talking with other students in a group.

“They came up with a compromise, and now they’re friends,” she said.

call out

Our readers had a lot to say in 2017. Make your voice heard in 2018.

PHOTO: Chris Hill/Whitney Achievement School
Teacher Carl Schneider walks children home in 2015 as part of the after-school walking program at Whitney Achievement Elementary School in Memphis. This photograph went viral and inspired a First Person reflection from Schneider in 2017.

Last year, some of our most popular pieces came from readers who told their stories in a series that we call First Person.

For instance, Carl Schneider wrote about the 2015 viral photograph that showed him walking his students home from school in a low-income neighborhood of Memphis. His perspective on what got lost in the shuffle continues to draw thousands of readers.

First Person is also a platform to influence policy. Recent high school graduate Anisah Karim described the pressure she felt to apply to 100 colleges in the quest for millions of dollars in scholarships. Because of her piece, the school board in Memphis is reviewing the so-called “million-dollar scholar” culture at some high schools.

Do you have a story to tell or a point to make? In 2018, we want to give an even greater voice to students, parents, teachers, administrators, advocates and others who are trying to improve public education in Tennessee. We’re looking for essays of 500 to 750 words grounded in personal experience.

Whether your piece is finished or you just have an idea to discuss, drop a line to Community Editor Caroline Bauman at cbauman@chalkbeat.org.

But first, check out these top First Person pieces from Tennesseans in 2017:

My high school told me to apply to 100 colleges — and I almost lost myself in the process

“A counselor never tried to determine what the absolute best school for me would be. I wasted a lot of time, money and resources trying to figure that out. And I almost lost myself in the process.” —Anisah Karim     

Why I’m not anxious about where my kids go to school — but do worry about the segregation that surrounds us

“In fact, it will be a good thing for my boys to learn alongside children who are different from them in many ways — that is one advantage they will have that I did not, attending parochial schools in a lily-white suburb.” —Mary Jo Cramb

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

“Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.” —Grace Tatter

I went viral for walking my students home from school in Memphis. Here’s what got lost in the shuffle.

“When #blacklivesmatter is a controversial statement; when our black male students have a one in three chance of facing jail time; when kids in Memphis raised in the bottom fifth of the socioeconomic bracket have a 2.6 percent chance of climbing to the top fifth — our walking students home does not fix that, either.” —Carl Schneider

I think traditional public schools are the backbone of democracy. My child attends a charter school. Let’s talk.

“It was a complicated choice to make. The dialogue around school choice in Nashville, though, doesn’t often include much nuance — or many voices of parents like me.” —Aidan Hoyal

I grew up near Charlottesville and got a misleading education about Civil War history. Students deserve better.

“In my classroom discussions, the impetus for the Civil War was resigned to a debate over the balance of power between federal and state governments. Slavery was taught as a footnote to the cause of the war.” —Laura Faith Kebede

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”