An Empirical Test of the "School-to-Prison Pipeline"

• In Event: Empirical Examinations of Punitive Disciplinary Practices and Their Consequences

Abstract

The "School-to-Prison Pipeline" has been described by researchers, practitioners, and policy makers in numerous ways. However, the term "school-to-prison" itself suggests that the conditions, policies, and practices at school contribute to the likelihood of going to prison at some point later in life. To date, no research has empirically tested whether this trajectory ends with eventual incarceration in an adult prison. First, this paper clearly presents a simple, but complete, model of the school-to-prison pipeline as it exists theoretically. Then longitudinal data from a nationally representative sample are used to test the pathways of this theoretical model. This analysis focuses specifically on whether individual disadvantage and exclusionary discipline contribute to prison incarceration later in life. Results are the first step toward determining if terming this phenomenon the school-to-"prison" pipeline is supported by statistical evidence. Future testing of the theory will be discussed in light of the findings.

Authors

• Kathy E. Martinez-Prather, Texas School Safety Center - Texas State University

• Joseph M. McKenna, Texas State University

• Theodore S. Lentz, Texas State University