The Impact of State Takeover and Receivership: Implications for the School-to-Prison Pipeline

• In Event: Oppression at the Intersection: State Takeover Legislation and the Hostile Takeover of an Afro-Latina/o District

Abstract

Exclusionary discipline practices criminalize youth at alarming rates which not only restricts students from academic development but also hinders development in essential social-emotional skills. This results in student pushout and increased dropout (Brown, Maggin, & Buren, 2018). Factors that perpetuate the school-to-prison pipeline (STPP) include inadequate access to quality instruction, exclusionary discipline practices, school policies that rely on the involvement of the criminal justice system, and prison-like school environments (Clemson, 2015; Author, 2016). With disproportionate criminalization of youth, and the suspension and expulsion of Black students from school (Author, 2012), the STPP has to be addressed by both schools and communities (Author, 2018; Gonzalez, 2012; Muschert et.al, 2014).

Additionally, school governance structures also play a role in the continuation of the STPP. Author (2018) argues that reform efforts in the form of a state takeover of school districts only exacerbate the STPP. States have historically employed the reconstitution, or state takeover of public schools, as strategy; however, this strategy has been to no avail in overcoming continually low and inequitable opportunities and outcomes for Black and Brown students (Archer, 2009). Communities of color are predominantly impacted by reform efforts including state takeover and school choice campaigns (Morel, 2018; Oluwole & Green, 2009), and the consequences of these takeovers and campaigns have been devastating to Black and Brown communities (Author, 2017; Author, 2018; Author, 2019).

This study specifically addressed a gap in the literature examining the impact of state takeovers on the STPP in a predominantly Afro-Latinx community. Through descriptive and correlational analyses, this study provided two distinct outcomes. Firstly, this project provided actionable information to the Northeastern community where the research takes place. Secondly, this research contributed to scholarship on state takeovers and their impact(s) on the STPP.

The purpose of this research was to recommend policy changes, educate community members on issues such as implicit bias and to provide additional supporting information to empower parents, students, educators, and the community to improve the overall school-learning environment and ultimately improve academic achievement for students of color within the school district. Additionally, the study illuminated issues related to school discipline, the STPP, and their connections to state takeover.

Author

• Timberly Baker, Arkansas State University