This commentary by DEY’s Denisha Jones and Diane Levin was published in Education Week’s print edition on February 24, 2016.
By Denisha Jones and Diane Levin
As early-childhood educators who prepare teachers to meet the needs of all young children, we became deeply concerned when we read a 2011-2012 data collection from the U.S. Department of Education’s office for civil rights that reported preschool suspensions for the first time. The analysis found, among other concerns, that more than 8,000 preschoolers under age 5 were suspended from public preschools at least once—and more than 2,500 of those children were suspended more than once.
Preschool helps young children develop the early foundations for school success. How is it possible that so many children are being deprived of this vital learning experience? How are these suspensions affecting them, and what can be done about it? As we tried to answer these questions, we identified six issues that preschools—and society as a whole—must address.
1. The children suspended are disproportionately black and male.
Black children make up only 18 percent of the preschool population but represented 48 percent of preschoolers with more than one suspension. In addition, 54 percent of all preschoolers are boys, but boys made up 79 percent of suspensions. These figures are cause for serious concern. Given that black boys are disproportionately suspended beginning in preschool, it is important to explore how this loss of vital school time contributes to the achievement gap. If we are to help all children achieve academic excellence, we must work to eliminate practices that contribute to failure in the earliest school years.