Schools and Delinquency Exam Notes

School plays a significant role in shaping values of youth.
More than 90% of school-age children attend school.
School has become the primary instrument of socialization.
Extended adolescence due to prolonged time in school.
Increased reliance on school friends, less on adult role models.
School is an engine of social change and improvement.
African American youth educated in states where a higher proportion of their classmates are European American experience lower incarceration rates.

In 2010, the United States spent $11,826$ . per full-time-equivalent (FTE) student on elementary and secondary education.
U.S. expenditures per FTE student were $25,576$ , almost twice as high as the OECD average of $13,211$ .
Minimal improvements in reading, math, and science achievement.
Many secondary math and science teachers did not major in the subjects they teach.

Economically disadvantaged children enter school lagging behind their more advantaged peers.
They face substantial gaps in reading and math proficiency, in prosocial behaviors and behavior problems, and in readiness to learn.
Many disadvantaged children fail to meet grade-level expectations on core subjects.
They face higher rates of special education placement and grade repetition.

Nearly 1/3 of all high school students leave the public school system before graduating, especially minority students and students with disabilities.
Reasons for dropping out:
- Educational factors: disinterest in school, failed courses, low GPA, absences.
- Social factors: dislike of school, desire for a job, conflicts with teachers, expulsion/suspension.
- Poverty and family dysfunction increase chances of dropping out.
Minority students drop out at a higher rate than European American students.
Dropout problem is a function of inequality of educational opportunities.

Three independent views on the association:
1. School failure is a direct cause of delinquent behavior.
2. School failure leads to emotional and psychological problems that are the actual cause of antisocial behavior.
3. School failure and delinquency share a common cause.

Personal problems, dysfunctional family, psychological abnormalities, low self-control.
Social class: lower-class children more likely to drop out due to economic status.
Tracking: dividing students into groups according to ability.
Alienation: Youths who don’t like/care about school are more likely to be delinquent.

Bullying is the use of one’s strength or status to intimidate, injure or humiliate another person of lesser strength or status
Types of Bullying:
- Physical: Hitting, kicking, spitting, pushing, or taking personal belongings.
- Verbal: Taunting, malicious teasing, name-calling, or making threats.
- Emotional: Spreading rumors, manipulating social relationships, or engaging in social exclusion, extortion, or intimidation.
- Sexual: Harassment and actual abuse.
- Cyber: the Internet, cell phones or other devices are used to send or post text or images intended to hurt or embarrass another person.

$30\%$ of students were involved in bullying either as a bully ( $13\%$ ), a victim ( $11\%$ ), or both ( $6\%$ ).
Bullying has increased in prevalence.

Bullies and their targets are more likely to engage in violent behavior.
There are short- and long-term consequences for both perpetrators and victims.
Victims of bullying grow up to have more depression and lower self-esteem.
Bullies usually have multiple problems: abuse animals, vandalize property, school dropouts, fights, abuse drugs and alcohol.

School programs may reduce bullying.
Dan Olweus reduced school bullying in schools in Norway through the Olweus Bullying Prevention Program.

School violence is a worldwide problem.
Juveniles are 75 times more likely to be murdered away from school than at school.
Most victims of school killings are male and are killed with firearms.
Most school crime is non-fatal.

Highly publicized events.
Many shooters had history of abuse, bullying, and real or perceived lack of support.
Shooters developed a plan of attack well in advance, experience mental anguish, and have a history of feeling extremely depressed or desperate.
The most frequent motivation was revenge.

School security efforts, employing law enforcement, and improving school climate.
The most effective methods of reducing disorder and crime in schools include the encouragement of order and organization and an emphasis on student-bonding.

Advocates called for reforming the system to make it more responsive to needs of students.
No Child Left Behind Act of 2001 increased accountability for schools.
School-based prevention efforts: cognitive, affective, behavioral, environmental, and therapeutic.

Right to Personal Privacy:
- New Jersey vs. T.L.O. (1984): School officials can legally search students when there are reasonable grounds to believe a student has violated the law.
- Drug Testing: The Supreme Court allows school authorities to conduct random drug tests.
Academic Privacy:
- The Family Educational Rights and Privacy Act (1974) restricts disclosure of information from a student’s education records without parental consent.
Free Speech:
- Passive speech: Unless it can be shown that the forbidden conduct will interfere with the discipline required to operate the school, the prohibition cannot be sustained (Tinker v. Des Monies Independent Community School District, 1969).
- Active Speech: The Court extended the right of school officials to censor active speech (Hazelwood School District v. Kuhlmeier, 1988).
Off-campus: The Supreme Court (2002) ruled that school officials can control student speech at off-campus events.
Speech in Cyberspace: The Court noted that as long as the online content created by a student is his or her own, uses his/her own resources, and is not disruptive to the learning environment, the student cannot be disciplined.
School prayer: Prayers led by “elected” students undermine the protection of minority viewpoints.
Corporal punishment allowed in 20 states.
Suspensions/expulsions require due process hearing (Goss v. Lopez, 1976).