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Cited by 34Education Discipline and InequalityCriminal Justice and Corrections AnalysisCritical Race Theory in Education

From classmates to inmates: an integrated approach to break the school-to-prison pipeline

Open access
Cramer, Elizabeth D., Gonzalez, Liana, Pellegrini-Lafont, Cynthia·2014·Equity & Excellence in Education
DOI 10.1080/10665684.2014.958962
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Abstract

This article explores the connection between dropping out of school and being incarcerated, particularly for youth, including students from culturally and linguistically diverse backgrounds, students from poverty, and students with disabilities, who have been shown to be at higher risk for both. This article seeks to shift focus away from a deficit-based perspective and instead creates an integrated learning model that incorporates culturally responsive teaching with an integrated services model in order to promote access, equity, and culturally supported experiences for children. If students are supported and successful in school, then dropout and incarceration should decrease and the pipeline from school to prison can be broken.

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Crossref · 10.1080/10665684.2014.958962

Cites

45 of 45 references verified0 citation errors · 0 not checkable

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  • Some have criticized the excused-unexcused approach as a "wait to fail" process that can enhance risk for school dropout.

    “Some have criticized this approach as a “wait to fail” process that can enhance risk for school dropout”

    From Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1) (2019) · cites this paper as Cramer et al., 2014

    The Current Context section (page not provided) describes a special-education “wait-to-fail” model that puts students with disabilities at risk; the excerpt labeled Abstract links that model to institutional practices that can make graduation difficult. The paper does not identify the excused-versus-unexcused absence approach as that model, so it does not support applying the criticism to that specific approach. (LLM, conf=0.87)

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  • Reliance on an excused-unexcused absence dichotomy, particularly within school districts, often delays intervention until some legal tripwire is triggered (e.g., 10 unexcused absences in a semester).

    “In addition, reliance on an excused-unexcused absence dichotomy, particularly within school districts, often delays intervention until some legal tripwire is triggered (e.g., 10 unexcused absences in a semester).”

    From Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1) (2019) · cites this paper as Cramer et al., 2014

    The Zero Tolerance Policies section discusses punishment instead of proactive measures, and CURRENT CONTEXT describes a wait-to-fail model for special-education interventions; neither addresses attendance rules. Searches for excused and unexcused absences, truancy, and a 10-absence threshold found no passage saying that school districts delay attendance intervention until a legal trigger is reached. Page numbers were not available in our copy. (LLM, conf=0.75)

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Cites

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Research works printed but not linked: 5

  1. Balfanz, R., & Legters, N. (2006, July 11). Closing "dropout factories": The graduation rate crisis we know and what can be done about it. Education Week, 25(42), 42-43.
  2. Brownstein, R. (2010). Pushed out. The Education Digest, 75(7), 22-27.
  3. Hart, J. E., Cramer, E. D., Harry, B., Klingner, J. K., & Sturges, K. M., (2010). Remedial and Special Education, 31(3), 148-162.
  4. Heitzeg, N. A. (2009). Education or incarceration: Zero tolerance policies and the school-to-prison pipeline. Forum on Public Policy Online, 2009(2), 21-21.
  5. Sum, A., Khatiwada, I., & McLaughlin, J. (2009). The consequences of dropping out of high school: Joblessness and jailing for high school dropouts and the high cost for taxpayers. Center for Labor Market Studies Publications, paper 23. Retrieved from http://hdl.handle.net/2047/d20000596 US Department of Education, National Center for Education Statistics. (2011). Forum guide to crime, violence, and discipline incident data (NFES 2011-806). Washington, DC: Author.

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Authors
Cramer, E. D., Gonzalez, L., & Pellegrini-Lafont, C.
Affiliations
Florida International University (US)
Corresponding author
Cramer, Elizabeth D.
ORCID
Venue
Equity & Excellence in Education
Publisher
Informa UK Limited
Published
2014-10-02
Volume
47
Issue
4
Pages
461-475
ISSN
  • 1066-5684 (ISSN-L)
  • 1547-3457
DOI
10.1080/10665684.2014.958962
OpenAlex
W2019300720
Cited by
34
References
45
Citations by year
2026: 1 · 2023: 4 · 2022: 11 · 2021: 4 · 2020: 4 · 2019: 4 · 2018: 2 · 2017: 3 · 2016: 1
FWCI
6.84
Type
journal article
Language
en
Open access
Locations
Equity & Excellence in Education (publishedVersion)
Topics
  • Social Sciences › Education › Education Discipline and Inequality
  • Social Sciences › Sociology and Political Science › Criminal Justice and Corrections Analysis
  • Social Sciences › Sociology and Political Science › Critical Race Theory in Education
Keywords
school-to-prison pipeline, school dropout, juvenile detention, culturally responsive teaching, deficit perspectives, students with disabilities, culturally and linguistically diverse students, educational equity, access to education

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