Discipline that Does No Harm: Improving Academic Outcomes for African-American Male Students

Date/TIme:May 7, 2012, 4-5pm EST

Register: http://www.schoolsmovingup.net/cs/smu/view/e/5212

Are you looking for effective strategies that promote positive discipline and improve academic outcomes for African-American male students?

The prevalence of disciplinary practices that negatively impact African-American male students was reported in March 2012 by the U.S. Department of Education’s Office for Civil Rights (OCR). This report found that African-American male students are 3.5 times more likely to be suspended or expelled from school than their White peers. According to the OCR report, African-American male students made up only 18% of the students in the data sample, but represent 35% of the students suspended once, 46% of those suspended more than once, and 39% of students expelled.

This webinar series is especially designed for county office of education staff, district administrators, school counselors, principals, and teacher leaders. This event features Dr. Joseph E. Marshall, Executive Director of the Omega Boys Club in San Francisco, CA, and will address:

• How to eliminate negative outcomes for African-American male students
• How districts and school administrators can ensure that disciplinary policies are equitable and effectively implemented
• Research-based strategies to promote positive youth development

This webinar will be hosted by Dr. Rose Owens-West, Center Director, and Dr. Christopher Harrison, Research Associate, with the Region IX Equity Assistance Center at WestEd.

Discipline that Does No Harm is the first of three webinars in the series, Improving Academic Outcomes for African-American Males that will address equity concerns for African-American males in K-12 public education settings. The series will also include two subsequent webinars, which will address topics related to high quality instruction, rigorous learning opportunities, and supportive learning environments that improve achievement outcomes for African-American male students in K-12 settings.