Coming Out of or Disruption of the School-to-Prison-pipeline: A Model for Change
“More than 90,000 American youth were incarcerated in 2006. One-third were under the age of 16. More than two-thirds were nonwhite” (Census of Juveniles in Residential Placement Databook). David Domenici, in the book The School-to-Prison Pipeline, voiced concern about youth who were dropping out of school, who were living on the streets, who were assigned to uncommitted alternative schools. It appeared no one was interested in the idea of having a school for youths who were behind academically, who possess extensive suspensions or expulsions, and who had been locked up in juvenile detentions centers, jail, and prison. The prevailing attitude was “it was too late for them”. Domenici wanted to know if these youths were interested in attending school and if so, what type of school would work for them? The youth’s answer were small classes, a chance to work and make money, counseling, and teachers who sincerely cared about them.
Having smaller classes tend to lessen the traumatic child sense of vulnerability. Smaller classes equate to more one-on-one with teachers. More one-on-one teacher experiences leads to diminishing the fear of trusting an adult. Caring teachers can make a tremendous difference in a traumatic child’s perception of life and being able to reach their destiny. A teacher who deeply cares about their students will challenge them and support them. A chance to work and make money fosters a sense of responsibility, good decision making skills, good work ethics, and develops a sense of worthiness. Counseling aids with the process of healing for traumatic children. Oftentimes traumatic children develop the “why me” syndrome. Counseling can explore this question and help traumatic children come to a place of healing and eventually letting go of past hurts.
This was the foundation that lead David Domenici and James Forman, Jr. to create the Maya Angelou Public Charter School. A stumbling block for the creation was there were very few successful models to patent the school after. The “nay sayers” warned that these “misfits kids” bring down test scores, they make it hard to create good behavioral norms and make it harder to run a good school. Nevertheless, the decision was made to move forward with the school. The school started with 20 students, 4 teachers, and one counselor. The first campus had an enrollment of 120 students. A few years later a second campus enrolled 200 students.
There are no admission restrictions for the Maya Angelou Public Charter School. Students are actively recruited from the juvenile system. Students with special needs are admitted and youth who have dropped out of school. Many of the students are academically years behind. Many have disabilities that were never addressed in their public school. The majority of the high school and middle school students at Maya Angelou, are performing at the elementary school level. Despite the students’ deficiencies, the curriculum for the school is rigorous and relevant. The curriculum focuses on essential skills and content. The school offers extended-day programs with enrichment courses such as dance, music, art, speech and debate, nonviolence workshops, street law, and yoga. Standardize testing is measured by growth and not by score.
Maya Angelou Public Charter School refutes the idea that kids who come from traumatic homes, who have been abused, who feel unworthy are not able to learn. Students at Maya Angelou learn to control and reflect on their actions, set goals, and plan a course of action to attain their goals. The students learn to take responsibility for themselves. One of the school’s first graduate of the school was interviewed and gave her testimony. The student, Samantha, talked about how she had been locked up at the age of 15, how a judge initially denied her public offender’s request for her to attend the school. She said the judge said she did not belong in such a school and she was a menace to society. She talked about how David Domenici spoke up for her and she was granted the opportunity to attend the school. Samantha later became the first president of the Maya Angelou Public Charter School. Samantha, formerly incarcerated, special education, labeled as lost, is now a teacher and advocates for the Oak Hill Juvenile Jail.
Maya Angelou Public Charter School is one example of change for youths. There is also hope for traumatic children who are now adults and desire the chance to do better, become educated, become a law abiding citizen, and give back to help others escape the prison-pipeline.
Susan Burton, along with Cari Lynn, is the author of the book Becoming Ms. Burton. For 15 years, Susan Burton was in and out of jail. Her family life was one of uncertain ups and downs. At first her family lived a somewhat normal life. Her father had a stable job working at the local sheet metal factory. Her mother, although educated, cleaned houses for white people. When her father lost his job, things changed dramatically. Her dad began to abuse her mom out of anger. He whipped her brothers until they bleed or fell to their knees. The father’s justification for the harsh whippings was that was the way his father disciplined him and that was the way his grandfather disciplined his father. Eventually, Susan’s dad left the family. Around the age of four or five, Susan was sexually abused by her Aunt Elizabeth crazy boyfriend. Later in her life, her son, Marque was hit and killed by an unmarked police van. At the age of 15, she gave birth to her daughter, Antoinette, conceived out of rape. She was addicted to crack cocaine; she would prostitute herself for drugs. Through her time in jail, she would find hope in a program called A New Way of Life. Susan, also attended AA programs and participated in the 12 step program.
Susan Burton lived the life of a traumatic child. It was difficult for her to trust and she felt the same hopelessness other traumatic children feel. School was not providing her the help or counseling she needed. Susan felt the need to be educated, but her dream was halted by her past. She wanted to enroll in nursing school, but was denied because of a felony conviction.
Because Susan Burton participated with the program, A New Way of Life, she learned to trust again. The program opened doors for her to meet people who would help her find her way (especially a man named Saul Sarabia). She soon discovered her talent for speaking to audiences about her past and it was effective. Again, she knew she would have to be educated so that her talk was not “raw”. Susan enrolled in Southwest College majoring in psychology and chemical dependency counseling. Susan discovered that education, hard work, and a community of support were the keys that helped her discover her life had meaning and value.
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