Archive for the ‘Restorative Justice’ Category

Things have changed pretty dramatically since the last time I wrote about last night’s scheduled event on “Dismantling Hate Crimes.” First, the event was scheduled to start at 6:00 pm Wednesday night. Sources close to the event have told me that the event was postponed at 3:30 pm, well in advance of the event. But i digress. This afternoon’s updated article was significantly modified from yesterday’s article.

Yesterday’s article started by saying “the panel on dismantling hate crimes scheduled for 6 p.m. Wednesday was postponed over safety concerns, according to Taylor Putz, communications director for the Minnesota Department of Human Rights. Putz told the St. Cloud Times Wednesday afternoon that the department postponed the event due to ‘logistical concerns’ and a ‘larger public safety concern’ due to the number of people expected to attend the forum.”

Today’s article starts by saying “A panel on dismantling hate crimes scheduled for 6 p.m. Wednesday was postponed over safety concerns, according to Taylor Putz, communications director for the Minnesota Department of Human Rights. Putz told the St. Cloud Times Wednesday afternoon that the department postponed the event due to ‘logistical concerns’ and a ‘larger public safety concern’ due to the number of people expected to attend the forum. ‘We want to make sure the space is safe and accessible,’ Putz said.”

In this afternoon’s article, greater emphasis was put on villainizing the protesters:

“Hate is not a value in St. Cloud or in any part of our state,” Minnesota Department of Human Rights Commissioner Rebecca Lucero said in a news release issued just over an hour before the planned start of the event. “Our community deserves better.”

“I am heartbroken by the attempts to silence discussion on hate crimes. The goal of the forum was to discuss the community we want to create. One that is full of dignity and joy,” she said.

For the record, the ‘protesters’ held what I’d consider one of the mildest protests in American history. The ‘protesters’ held signs that criticized CAIR but they certainly didn’t threaten anyone there for the Dismantling Hate Crimes event. Most of the people there spent most of their time praying for “the Persecuted Church.”

Jaylani Hussein

I don’t know what Commissioner Lucero is talking about when she insists that the protesters silenced the “discussion on hate crimes.” If I had to guess, I’d bet that this is a PR stunt that didn’t turn out the way CAIR-MN and the ACLU of Minnesota hoped it would. The MDHR has a reputation for being racist or, at minimum, having a biased perspective on racial issues. This article highlights MDHR’s bias. This is the most paragraph in the entire article:

Despite the “public safety concern” cited by the human rights department, St. Cloud Assistant Police Chief Jeff Oxton said Wednesday the department received no reports of threats related to the event.

In other words, the postponement of the event was due to factors having nothing to do with the protesters. Let’s put that storyline to rest forever. As I told Ox on his program this afternoon, it isn’t a secret that the Twin Cities elitists don’t have a high opinion of people living in rural Minnesota.

Let’s be clear about this. The protests were peaceful, mild even. There weren’t altercations, brawls or confrontations. The day after the cancellation, though, the MDHR has issued a statement, saying that they’re working with “community partners, local law enforcement and the FBI to plan a future forum that is safe.”

This is purely spin. Jeff Oxton, the assistant chief of police stated quite clearly that the department received no reports of threats related to the event. Further, the police weren’t called to the event to break up any altercations.

That leads to a simple, important question. Why is the Minnesota Department of Human Rights playing this up like there was a major confrontation at the Dismantling Hate Crimes event? Clearly, there wasn’t a basis for cancelling the event from a public safety standpoint.

The Minnesota Department of Human Rights is filled with far left ideologues who think that there should be limits on disciplinary actions against minority students. I’ve called MDHR the ‘dog-whistle department’ because they see racism where it doesn’t exist.

Editor’s note: This is part of LFR’s special focusing on the difference between education and indoctrination. Without further adieu, here’s Ramblin’ Rose’s first in the series:

Schools’ Imprint on Society
By Ramblin’ Rose

Under the guise of “education,” students are facing “indoctrination.” What is the difference? Education opens the mind to ideas and knowledge of the world and encourages learners to evaluate the information and form their own opinions based upon facts and logic. Indoctrination discourages thought, and through repeated exposure to someone else’s view, learners are guided to accept another’s belief as truth without even thinking.

Before we consider current trends in the field of education, let’s take a look at history. (Yes, leftists are attempting to rewrite history to fit their own agendas…why is that possible? In a bit…)

Homeschooling is not a new concept. The first colonists in this nation taught their own children at home. In the 17th century before the American Revolution as the communities grew larger, the Puritans established schools to teach the essential basic academic skills and to reinforce their core moral values. Almost always, the textbook was the Bible.

After becoming a free and independent country, Thomas Jefferson was a strong advocate for public education because he believed that “no other sure foundation can be devised for the preservation of freedom and happiness.” To him, it was the means to guarantee that the individual would understand duties and rights in the new nation. He also feared that without education for all, the result would be to “leave the people in ignorance.” He even suggested that the system be funded with tax dollars.

While Jefferson held that resources would come from the taxpayers, the supervision of each school would be directed by the parents. That is still the belief of many citizens, but unfortunately not the reality. Our continued freedom depends upon quality education of the “next generation.”

The title of the “father of public education” in our country, sadly, goes to Horace Mann, who established the first state board of education in Massachusetts and advanced a school system based on the Prussian school system of the early 19th century. Instead of a curriculum based upon Biblical teachings and the moral standards of God’s Word, educational reform moved to obey the dictates of the state, mandatory attendance, taxpayer funding, and a state curriculum taught by teachers who had training from the state and certification from the state. Mann convinced the Massachusetts legislature in 1852 to adopt this model that became the archetype for public schools across the land.

That might be the point at which education moved to indoctrination for many learners. The government, not parents, directed the curriculum, and the curriculum became the program for the teachers to “follow” in classroom instruction. While some have tried to teach facts and solid information from history and research, others have used the classroom as the platform from which to advance a political agenda that they embrace.

In the 1960’s God was driven from the classroom; many parents, as flower children themselves, sought to “feel good” and abandoned their moral compass; welfare benefits became more abundant and easily accessible for more citizens (and even non-citizens). Mothers could abort babies; fathers abandoned families and their responsibilities. Everything was “free.”

The children suffered -— neglect, abuse, abandonment. Naturally, the school became the “family figure” for many. Parents became passive and relinquished “education” to others. Some parents viewed the schools and teachers as the “experts” to be followed and not challenged; others were relieved that they were not responsible for “those bothersome kids” any longer.

One of the more recent bandwagons was the program known as Common Core that was developed without input from classroom teachers. With Common Core (CC), students do not learn to think because an acquired skill outweighs the content knowledge, the process counts more than the product, and relative standards carry more value than absolute ones. Some celebrated it as the salvation from the incessant testing of No Child Left Behind. Many teachers cheered because the textbooks came complete with the transcript of the lesson plan for each day of the year—no one could violate and deviate the lesson or the schedule.

Some claim that CC was defeated with the passage of Every Student Succeeds Act (ESSA) in December, 2015.

No, it was just transferred to the states, where the governors assigned it to the commissioner/director of education in each state. It is alive and well in the schools. So is testing—multiple times per year in all grade levels. What is tested? Dogma…students must respond to fit the curriculum that has been set by politicians and not parents.

While many contend that the new curriculum teaches students how to learn and rewards the process, the reality is that countless learners are completely frustrated; there is no right answer. They are unable to evaluate their progress; their parents don’t know the material and can’t help. The learners give up in frustration. They become willing sponges for whatever the teachers say. They have not learned metacognition—they have learned submission.

Auguste Meyrat, an English teacher in the Dallas area and contributor to The Federalist, summarized the impact of CC on modern society in an essay published in October last year:

“In such a system, thinking is only the articulation of opinion; it has no bearing on truth. This means that people don’t really need to think critically and understand why they believe what they do. They just need to have the right viewpoint and force others to conform like they’ve been forced to conform. They engage in arguments where the loudest voice wins because no one’s points are better than another. They pressure instead of persuade.”

Some parents have sought an alternative for their children with charter schools, private schools, open-enrollment options, and homeschooling. Yes, that is an avenue, but there is a potentially large boulder in the road for higher education. The authors and proponents of CC are also the authors and evaluators on the college entrance exams where regurgitation of dogma earns points (without attention to argumentation, clarity of expression, spelling or grammar). So what do the parents tell their young people who want to attend institutions beyond high school: “Do your best, stay true to your values and fail” or “Lie so that you may go to college”?

Auguste Meyrat continues, writing:

“This, in turn, leads to tribalism—groups of people united in feeling and opinion, but not in reason and truth. The lack of thought makes all these groups vulnerable to mass media and prevents any organized resistance to an encroaching state or lawless ideologue in power. Indoctrination is complete when perception (i.e., whatever is on the screen, whatever an “expert” says, whatever is popular) really does become reality for most people because they’re too stupid or apathetic to respond rationally.”

Tribalism? Yes, think Antifa, Black Lives Matter, #MeToo, and any other number of movements advocated by the media and acted out by young people. Yet this month, students are being encouraged to leave classes in droves to “save the planet” because apparently adults have not embraced the rhetoric from the environmentalists as readily as the sponges in the classrooms around the globe.

That does reflect the news media and the topics addressed via social media, digital media and print media. All coverage pits one group against another, one belief against another. There is no discussion, no exchange of ideas logically debated. Rather, one group is right and their ideas MUST be embraced. Others are all labeled in derogatory terms for whatever ideas they have and values they hold.

In science, it was a “new ice age,” “global warming,” “climate change,” “green new deal” and any other terms that seek to alter life and living out of fear. The NOAA has not documented any evidence of warming since 2005, but that is not the indoctrination being promoted by the radicals. Of course, there is still Darwinian ideas taught as truth. Creationists are driven from education if they do not espouse evolution or the big bang theory.

In literature, it means removing the classics for any number of reasons and the substitution of popular media selected by the “progressives.” Often reading and analysis is sacrificed to the viewing of a film or a video clip.

In reading, it means inviting drag queens (performers from adult clubs) to read to children during library time. In an elementary class in Virginia, kindergarteners learn about transgender rights as the teacher reads them a book.

In biology, it means that anyone of any age may select his/her/its own identity. It is a mandatory program in Oak Park, California. Even after the Trump administration reversed the Obama-era of open bathrooms and locker rooms, schools enforce the “open door” policy.

In religion, it means that each may choose their own deity. There is no morality…free love, abortion (even after birth), legalization of any and all drugs, legalized suicide and assisted-suicide—even for youth, as noted in the Netherlands. How many students, besides those in Virginia and Tennessee, have been forced to bow, pray and write a conversion prayer to Allah?

In sex education, it means the implementation of a K-12 curriculum recommended by Planned Parenthood. In Minnesota, it was passed by the liberal majority in the House and stopped in the Senate but it is promised to be addressed again next session. Parents have described the program as “pornographic” and certainly not appropriate for the ages or the topics. Additionally, four states (California, New Jersey, and Colorado, and Illinois) require the inclusion of LGBT(Q) history. I propose that those courses start with their history dating from Sodom and Gomorrah (circa 2070 B.C.)

In economics, it means students do not understand why the United States, Great Britain, Germany and Japan are wealthy and stable because they embraced capitalism and constitutional governments while Argentina, Brazil, Mexico and Venezuela, Central America, Eastern Europe, and Southeast Asia suffer under socialism and communism.

In history, it means that not only Hitler was a monster but also Josef Stalin, Mao Zedong, Che Guevara and the Castros killed millions of their own citizens in the name of communism. In CC, the new textbooks indicate that the Pilgrims came to America with families to kill the Indians and to teach their children how to do it. In CC, one paragraph explains the atrocities of World War II—the bombing of Japan by the USA.

In politics, it means sanctuary cities, counties, states, churches. Illegals “deserve” rights that are designated for citizens according to our laws and the Constitution. How many teachers cried in their classes when Trump won? Were there any consequences when teachers have promoted violence, even death to our President?

In school discipline, it means the implementation of “restorative justice,” as embraced by local school districts and the Marjory Stoneman Douglas High School in Parkland, Florida.

There are certainly other fields that I have not mentioned…but this indicates how indoctrination and socialist/atheist agendas have established a giant hold (strangle hold) on education.

Parents must become aware of what their children are facing/learning in school, support good teachers and challenge those indoctrinate and abandon core values of this nation. Parents must become active learners with their children. Parents must challenge politicians who do not embrace the Constitution and/or who refuse to honor their own Oath of Office.

Meyrat seems more optimistic than I. I hope that he is right:

At some point, indoctrination will always collapse on itself and leave mediocrity in it[s] wake. Teaching, by contrast, is what will sustain our culture and bring out its virtues. It fosters the presence of active thought––not uniform thought––and it is what will ultimately mend and civilize our sorely divided country.” [emphasis added]

According to this AP article, the DFL’s investigation (I use that term loosely) into Keith Ellison’s alleged domestic abuse is drawing to a close. What that investigation will find is anyone’s guess.

According to the article, “The longtime Minnesota congressman and Democratic National Committee deputy chairman has called the allegations false and tried to ride out the storm of questions after winning the Aug. 14 primary. But the old sexual assault allegations that have thrown Brett Kavanaugh’s Supreme Court nomination in doubt have renewed focus on Ellison and a six-week old investigation into his conduct that has shown few outward signs of progress.”

Ken Martin, the chairman of the Minnesota DFL (Democratic-Farmer-Labor) party is getting frustrated:

Minnesota Democratic-Farmer-Labor Party Chairman Ken Martin said he believes the investigation has concluded and that a final report should be issued in the coming days. “I’m starting to get a little frustrated because it’s been a long time now, almost two months,” he said. “I hope soon. I hope any day here.”

That won’t happen after Karen Monahan’s Twitter rampage last night:


That’s just one of her tweets. Here’s another:


Then there’s this:


Based on this new information, I’m skeptical that the investigation is finished. I suspect this is just getting restarted. If these types of tweets keep coming out, the DFL won’t have a choice but to throw Ellison under the #MeToo bus.

What wasn’t written in Kathy Kersten’s latest article on Minnesota education is that the principles of implicit bias and restorative justice are destroying what’s left of education in Minnesota.

First, the article talks about how “MDHR also announced the filing of ‘charges’ of ‘educational discrimination’ against the St. Louis Park School District and Walker-Hackensack-Akeley School District. Apparently, these two districts declined sufficiently to bend to the department’s will, though a St. Louis Park school official told MinnPost that the district is, in fact, ‘seeking to enter into an agreement’ with the department.”

What’s particularly frightening is the fact that school districts that don’t heed the MDHR’s threats are faced “with a choice: enter into an agreement with the department to come up with a plan to address [discipline] disparities, or face litigation.” In other words, do it our way or we’ll destroy you with expensive litigation. The DFL hasn’t explained how that isn’t oppressive. The DFL hasn’t explained why these threats of intimidation and financial ruin aren’t based on official complaints instead of statistical disparities.

For districts and charters that have chosen to enter into a collaborative agreement with the Department, all have submitted three-year plans that outline the specific strategies they’ll be implementing. These strategies include a broad range of things like professional development trainings to help educators address the “implicit bias that influences perceptions of student behavior” and ways to increase student and community engagement.

This is insane. How can you fight something that exists only in the minds of the most whacked-out liberals? Let’s see if you can spot the flawed thinking in the opening paragraph of this article:

Ten Minnesota school districts and charter schools have reached a pact with the state Department of Human Rights to fix racial disparities in student discipline.

I’m betting everyone reading that noticed the flawed thinking that deals with discipline disparities, not behavioral disparities. Next, notice Commissioner Lindsey’s statement:

“I’m encouraged. There was some good ideas that came out of the conversations with the school districts and charter schools. They are going to drive change and we will see positive results in Minnesota because of their efforts.”

Next, check out this sentence:

State leaders say the discipline disparities amount to human rights violations.

Commissioner Lindsey didn’t define what is acceptable or unacceptable behavior. Until that’s defined, his declarations are subjective. Next, check out this video on implicit bias:

How many people think that “for like 75% of white Americans, it’s hard to put black and good together”? I don’t buy that for a split-second. I know that’s a phony ‘statistic.’ This isn’t the way to achieve justice. FYI- the definition of justice is “the quality of being just; righteousness, equitableness, or moral rightness.” Righteousness isn’t situation-based. It’s defined by the Word of God, who is never-changing.

Just like other progressive social experiments, restorative justice and implicit bias will fail. The only question left is how much society will be harmed.

Technorati: , , , ,

Written by Rambling Rose

The adage “Spare the rod and spoil the child” is not Biblical, nor does it have to be interpreted as a call for corporal punishment. But current discipline policies that provide no accountability may be just as bad or worse.

Public outrage is graphic and loud after events such as the most recent school shooting in Parkland, Florida in mid-February. Indignation was expressed after the previous massacres but not to the extent of the nationwide protests by teachers and students, politicians and activists…many who marched without knowing the reason for the manifestation because they were too young. Yet they marched because their teachers/parents told them to do so. This week, central Minnesotans are asking at what age should children be deemed to have attained the age of accountability for violent actions.

But the hype and media coverage do not always reveal the whole truth. Fortunately, not all are willing to take news coverage at face value. RealClearInvestigations (RCI) is the investigative arm of RealClearPolitics. Their publication on April 15th reveals that there is more to the story—WHY the officers did not enter the school during the shooting—WHY the perpetrator knew the school and its policies—WHY he had little to fear with a firearm in a gun-free zone, etc.

After the massacre at Marjory Stoneman Douglas High School in Parkland, Florida, many learned of PROMISE (Preventing Recidivism through Opportunities, Mentoring, Interventions, Supports & Education). It is far more than a program to keep students in school for minor infractions. The truth is very disturbing.

The program was adopted by the Broward Schools in 2013 with a strong push from Superintendent Robert Runcie. Prior to that, Runcie had worked in Chicago for Arne Duncan, Obama’s Secretary of Education…the plot thickens.
“That new discipline policy took effect in 2013. It was at the vanguard of the Obama administration’s efforts to address the “school to prison” pipeline. Beginning in 2009, it opened hundreds of investigations or sued to force districts to adopt lenient discipline guidelines. This push was formalized in a 2014 “Dear Colleague” letter to the nation’s public school superintendents and board members that not only discourages student arrests, but holds districts liable for the actions of school resource officers.”

“After meeting with Obama officials in the White House, Runcie persuaded the Broward County Sheriff’s Office and Fort Lauderdale Police Department to agree to stop arresting students who committed misdemeanor crimes the district deemed “nonviolent” – including assault, theft, vandalism, drugs and public fighting. Runcie argued that diverting minor offenders from jail to ‘restorative justice’ counseling and other positive behavioral interventions would help close the academic “achievement gap” by disrupting the flow of black students into the so-called ‘schoolhouse to jailhouse pipeline.’ Though African-Americans made up about 40 percent of the Broward student body, they accounted for more than 70 percent of juvenile arrests in the county.'”

This sounds very similar to the local news about a week ago. District 742 and the Minnesota Department of Human Rights are dealing with issues related to restorative justice policies, the demographics of the student population and the demographics of those named as offenders in efforts to eliminate the disparity in suspensions and expulsions. By looking at data and not specific reports about offenses, it was decided that the racial percentages of the student body and the violators should be equal. Who determined that there is a direct correlation between the racial makeup of a community and the number of violations committed? Is that a reasonable expectation in schools or in society? Is there a direct correlation between the ethnic/racial demographics in society and that of the incarcerated?

Accountability does seem any longer to be addressed by discipline policies in many schools. The explanation comes again from Florida:

“Thousands of arrested Broward students have had their records deleted in the system as part of a program to end ‘disproportionate minority contact’ with law enforcement, blindfolding both street cops and school resource officers to the criminal history of potential juvenile threats.”

So deleting disciplinary records is a way to make the numbers balance, right? No, wrong. What is restorative justice? How has restorative justice worked for Broward county?

“In a related program, Broward County Sheriff Scott Israel also agreed to back off arrests of students who commit such crimes outside of schools, offering them civil citations and the same restorative justice counseling instead of incarceration, even for repeat offenders. Restorative justice is a controversial alternative punishment in which delinquents gather in ‘healing circles’ with counselors – and sometimes even the victims of their crime – and discuss their feelings and the ‘root causes’ of their anger and actions.” In Broward County, the juvenile recidivism rate grew much faster than the rate for the entire state. Is that a measure of success?

The level of violence has risen in the schools and spread to the community. The community is uneasy. According to the County’s chief juvenile probation officer, Broward County now boasts the highest percentage of “serious, violent [and] chronic juvenile delinquents in the state. Meanwhile, murders, armed robberies and other violent felonies committed by children outside of schools have hit record levels, and some see a connection with what’s happening on school grounds. Since the relaxing of discipline, Broward youths have not only brazenly punched out their teachers, but terrorized Broward neighborhoods with drive-by shootings, gang rapes, home invasions and carjackings.”

Prosecutors and probation officers lament the number of violent crimes involving Broward youths has risen dramatically while juvenile arrests overall have dropped. “Juvenile arrests for murder and manslaughter increased 150 percent between 2013 and 2016. They increased by another 50 percent in 2017. County juveniles were responsible for a total of 16 murders or manslaughters in the past two years alone, according to the Florida Department of Juvenile Justice.”

“Last year, the number of Broward juveniles collared for armed robbery totaled 92, up 46 percent from 2013, department data show. Arrests for auto thefts jumped 170 percent between 2013 and 2017 – from 105 to 284. Juveniles charged with kidnapping, moreover, surged 157 percent in 2016 and another 43 percent last year.”

The evidence indicts the leniency policy of restorative justice, whatever the name. Max Eden, education policy expert and senior fellow at the Manhattan Institute, declared that the no-arrest policies have emboldened crimes by Broward youth. The infractions became steadily more violent regardless of race. He noted that the crimes committed become more violent when petty crimes are not punished.

Tracy Clark, Chief Public Information Officer of the Broward schools, denied that district policies have weakened safety. The administrators have refused to provide any documents to support those claims. However, the parents whose children have been bullied and beaten do not agree. Those victims were bullied and beaten repeatedly by fellow students who suffered few or no consequences for those actions. Lowell Levine, whose Stop Bullying Now Foundation is in Lake Worth, Florida, has collected dozens of complaints from those parents. When he contacted Runcie’s office about the complaints of school violence in 2015, the superintendent rejected outside advice, claiming that he had the situation under control.

Under control? “After Broward schools began emphasizing rehabilitation over incarceration, fights broke out virtually every day in classrooms, hallways, cafeterias and campuses across the district. Last year, more than 3,000 fights erupted in the district’s 300-plus schools, including the altercations involving Cruz. No brawlers were arrested, even after their third fight, and even if they sent other children to the hospital.”

In 2017, even without cooperation from the Broward county schools, federal data reveal that nearly half of the Broward middle school students were involved in fights, many requiring medical attention. Parents are aware; parents are contacting school administrators; parents are not being heard. One of the teachers in one of the Broward schools explained why when fights are more frequent and more violent but not reported with these words, “because of politics.” What a sad commentary on those schools, on today’s culture.

News media sources seem to suggest that male students are the aggressive ones. Females are also offenders:

“In a December 2016 fight caught on video at Plantation High School, several girls beat and dragged another girl to the ground and took turns kicking her. Campus police did not break up the fight and the girls who jumped her were not arrested. The attacked girl’s mother said the school failed to stop bullying before it escalated into violence, and then swept the incident under the rug. Three other fights reportedly broke out the same day at the school.”

Such attacks by females do not occur only in Florida. A similar event was shared with me by a family member of the victim at a school in St. Cloud, Minnesota. There was no video to capture the attack. The victim was thrown to the ground and kicked by the others. She had a hall pass; the attackers reportedly did not. The victim reported the incident to the school’s administrator but did not know the names of her attackers. When the offenders approached the principal with their version of the story, there was no discipline measured out for them. However, the victim was suspended for an extended period of time. Yes, the victim was white. The attackers were not.

In Broward schools, the perpetrators participate in the PROMISE program but are not held accountable and no records are kept. They are restored. One wonders if the attackers in the St. Cloud school participated in restorative justice or was it just ignored?

Other shootings were avoided prior to the February 14th shooting by observant students who were brave enough to report them to security, and security intervened. There are other reports of physical attacks to teachers for trying to maintain discipline within the classroom. No arrests were made. No entries were made in the attackers’ school records. They suffered no consequences. Recall the words of Max Eden cited above. The lax policies have “emboldened” the unpunished perpetrators to escalate the violence of their continuing crimes.

Maria Schneider, Broward juvenile prosecutor, signed the original PROMISE agreement but warned a few months later that a failure to arrest and prosecute the delinquent students could have undesired consequences of “making the schools a more dangerous place.” While administrators were worried about criminal records “stigmatizing” minority students, the prosecutor retorted that “There has to be accountability for bad behavior.” At a recent Juvenile Justice Circuit Advisory Board meeting, the prosecutor reported that “the actual police reports are being destroyed.” There appears to be no accountability for bad actions at any level in Broward county.

Even though the schools discontinued a 21-year-old practice of surveying the students about their school climate and safety, federal data revealed “a deterioration in safety indicators after the discipline reforms were adopted.”

Sadly, PROMISE and the Behavior Intervention Programs have not achieved their core objectives of “closing the racial disparity in suspensions, expulsions and arrests between black students and white students.” Since 2013, despite the aggressive implementation of restorative justice policies and the destruction of official police reports, as noted by Schneider, internal school district reports show that black students are suspended more than white students. In 2013, the disparity was 2.3 times greater for black students, and last year, after the implementation of the race-based discipline reforms, the rate was 3.4 times more frequent for the targeted group.

“The PROMISE and Behavior Intervention Programs have not accomplished the core objectives they were created to achieve in 2013 – closing the racial disparity in suspensions, expulsions and arrests between black students and white students. That gap is now wider than ever, in spite of a “very aggressive” Broward system goal of decreasing the black arrest rate by 5 percent each year and 33 percent overall.”

Rather than re-examining the effectiveness of the program, the teachers and administrators are being compelled to participate in training programs to examine their “whiteness” and eliminate their “implicit biases.” (This seems strangely similar to the “White Privilege” training forced upon some educators in central Minnesota.)

Or as reported by RCI, “…instead of blaming these students for committing a higher rate of infractions, Runcie and his team are putting teachers and principals on the spot for harboring deep-seated prejudices that lead them to “subconsciously” mete out harsher punishments for them.”

Efforts are underway to extend this training to local police officers as well.

This adage is Biblical. From Proverbs 22:6, “Train up a child in the way he should go, and when he is old he will not depart from it.

What training does society owe its young people? Do we teach, through modeling and policies, that there is accountability for bad decisions/actions? Or, do we perpetuate the racial divide and allow a “free pass” for special groups and sensitivity training for others?