10 Years Post-Ferguson: Higher School Expulsions for Black Students Persist

Zaire Byrd was flourishing at Tri-Cities High School in Georgia before his life took an unexpected turn. He actively participated in school plays, played on the football team, and trained hard as an athlete. Remarkably, he had never faced any disciplinary action during his school years, having never even received a detention.

However, everything changed when Byrd became involved in a fight after school, which he insists was an act of self-defense. He and two friends were threatened by three other students who intended to rob them. The school administration labeled the incident as a “group fight,” resulting in a mandatory 10-day suspension followed by a transfer to an alternative school after a disciplinary hearing.

This incident disrupted Byrd’s educational journey significantly. “The last four years were a lot for me, from online school to getting suspended,” Byrd recalled. “I could have learned more, but between all that and changing schools, it was hard.”

Georgia’s student population consists of a significant number of Black students, who represent slightly more than a third of total enrollment. Unfortunately, this demographic accounts for the majority of punitive disciplinary actions such as suspensions, expulsions, and transfers to alternative institutions.

This discrepancy in discipline is part of a larger national pattern that has drawn attention in recent years, ignited by the racial awakenings surrounding the Black Lives Matter movement. Advocates and educators recognized that addressing educational inequities required a concerted effort to confront harsh discipline practices disproportionately affecting Black students, as well as inadequate funding in schools serving low-income areas.

Over the past ten years, some progress has been achieved in lowering suspension rates among Black students. However, significant disparities remain. A review of disciplinary data by the Associated Press highlights these ongoing issues. In Missouri, for instance, while Black students constituted only about 15% of the population, they served 46% of total suspension days in the 2013-2014 school year. By 2022-2023, that number had dropped to 36%, which is still disproportionately high.

In California, the suspension rate for Black students decreased from 13% in 2013 to 9% today, yet it remains three times higher than that of their white counterparts. Despite some gains, advocates argue that deep-seated biases and systemic issues continue to fuel rising suspension rates.

This ongoing struggle underscores the concept of the “school-to-prison pipeline,” where students who are removed from school face a higher likelihood of future criminal justice entanglements. Following absenteeism from school, these students often become disconnected from their peers, resulting in disengagement from their education and ultimately poorer academic outcomes.

Despite initiatives aiming to reform disciplinary practices, some regions have seen stricter discipline measures reinstated since the pandemic. In Missouri, students lost nearly 780,000 days of school due to various suspensions in 2023 alone, marking the highest rate in the last decade. In Louisiana, Black students are twice as likely to face suspension compared to their white peers.

Efforts to tackle these disparities date back to federal guidelines introduced during President Obama’s administration in 2014, which discouraged exclusionary discipline tactics. However, following policy changes under President Trump, many of these recommendations were rolled back, although civil rights laws still require schools to collect and report disciplinary data.

In Minnesota, the percentage of expulsions and suspensions assigned to Black students fell from 40% in 2018 to 32% in 2022, yet these figures are still alarmingly disproportionate. Studies revealed that a major portion of disciplinary actions was often meted out for subjective reasons, further highlighting biases against students of color.

Khulia Pringle, an education advocate, shared her personal experience, revealing how her daughter faced repeated suspensions, leading her to consider dropping out. This prompted Pringle to leave her teaching position to assist other families grappling with similar disciplinary challenges.

The pressing need for change in educational discipline practices was underscored in the Vision for Black Lives platform, established in 2016, which called for a more equitable education system that recognizes cultural identities and promotes mental health.

Current data suggests that Black students often receive harsher punishments than their white peers for similar infractions, with fewer opportunities for leniency. The disparity in treatment reflects a systemic bias, which must be addressed to ensure fair treatment for all students.

Despite some schools implementing restorative justice practices and increasing mental health resources, there has been a noted resurgence in calls for stricter disciplinary measures, particularly as misbehavior in schools has surged post-pandemic. Activists argue that this response often arises from the progress achieved through advocacy efforts by marginalized communities.

Following his suspension, Byrd found himself in an alternative program intended to support continued education and social-emotional development. Unfortunately, he faced daily searches upon entry to the program, which impacted his enthusiasm for learning. His mother, DeAndrea Byrd, observed significant changes in her son’s attitude. “He wasn’t excited about school. He wanted to drop out,” she explained.

Despite these challenges, Byrd managed to transfer to a more supportive environment for his senior year, ultimately graduating and securing a job close to home. He intends to pursue higher education at an HBCU in Alabama, focusing on cybersecurity.

Reflecting on his ordeal, Byrd expressed his desire for a more compassionate approach from the school system, wishing administrators had given him a second chance instead of summarily expelling him for one infraction. “None of us should be punished for one mistake,” he emphasized.

Source: Associated Press