A Multiple Perspectives Analysis of the Influences on the School to Prison Pipeline in Virginia, 2013-2015

This study consists of both qualitative and quantitative investigation of the influences on the school to prison pipeline. The quantitative study, the one included in this release, brings together four large datasets maintained by the Virginia Department of Education (DOE; Discipline Crime and Violence [DCV]), Department of Criminal Justice Services (DCJS; School Safety Audits and School Climate Data), and Department of Juvenile Justice (DJJ; Juvenile Referrals and Intakes). These datasets were used to compare what characteristics (individual or building level) either increase or decrease the odds that a student will become involved with the criminal justice system, as a result of school behaviors. The qualitative study involved in-depth individual interviews with 34 educational stakeholders across Virginia, who are involved in the discipline process in the schools (e.g. administrators, counselors, School Resource Officers). The analysis of these interviews found that the themes in how school discipline is differentiated from law enforcement in the schools, and the efforts that schools communities are making to keep children in the classroom and out of the courtroom. Individuals are the unit of analysis. The sample includes the following vulnerable populations: children, minorities, institutionalized persons, and persons with disabilities.

本研究涵盖了学校至监狱管道影响之定性与定量调查。定量研究，即本发布所包含的研究，汇集了由弗吉尼亚州教育局（DOE；纪律、犯罪与暴力[DCV]）、刑事司法服务部（DCJS；学校安全审计与学校气候数据）以及青少年司法部（DJJ；青少年转介与接纳）维护的四个大型数据集。这些数据集被用于比较哪些特征（个体或建筑层面）会增加或降低学生因学校行为而涉入刑事司法系统的可能性。定性研究则涉及对弗吉尼亚州34位教育利益相关者的深入个体访谈，这些利益相关者参与学校纪律处理过程（例如，管理者、顾问、学校资源官员）。对这些访谈的分析揭示了学校纪律与执法在学校中的差异化主题，以及学校社区为将儿童留在教室而非法庭所付出的努力。个体为分析单元。样本包括以下易受伤害的群体：儿童、少数族裔、被机构化的人士以及残疾人士。