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Equal EducationalOpportunity for Hispanic Students in the Oklahoma City Public Schools

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Chapter 1

Background

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As early as September 1997, the Oklahoma AdvisoryCommittee to the U.S. Commission on Civil Rights began discussing the seriousissue of student suspensions and educational equity in the Oklahoma City publicschools (OCPS) and its effect on the Hispanic community.[1] In addition, at anAdvisory Committee meeting the Latino Community Development Agency observed thatHispanic students in OCPS appear to be a target of the district�s policy toexempt students from taking the Iowa Test of Basic Skills (ITBS) given everyspring.[2] With respect to suspension of students, the Advisory Committee took noteof a statement from the Children�s Defense Fund that:

> 
the great majority of suspensions do not    serve any demonstrated valid interest of children or schools. Instead, they    harm the children involved, and jeopardize the prospects for securing a    decent education. Suspension pushes children and their problems into the    street, thereby causing more problems for them and for the rest of us. . . .    Finally, suspensions are not necessary, except in a small minority of cases,    to maintain order. . . .[3]

The fund pointed out further that"discriminatory attitudes and habits once apparent in blatantly dual schoolsystems now simply reflect themselves in the so-called �second generation�desegregation problems involving discriminatory discipline tracking and specialeducation placement."[4]

No More Excuses, thefinal report of the Hispanic Dropout Project, a study of Hispanic education,documented 3 years of research and field hearings on the dropout crisis.[5] Some ofthe key findings in the study were:

-  The economic and social consequences of high    dropout rates for Hispanic communities are significant and warrant national    attention.Many Hispanic students dropout due to such    school-related factors as crumbling, overcrowded, and unsafe schools; lack    of teachers with appropriate training and language abilities; lowered    academic expectations; and unresponsive school bureaucracies that discourage    parental participation.At roughly one-third, the Hispanic dropout    rate is higher than any other major segment of the American population.Hispanic students are often concentrated in    areas with fewer educational resources (uncertified teachers,    college-preparatory classes, computer access).[6]
According to Advisory Committee members, thealleged high rate of student suspensions and dropouts appears to be a nationalcrisis that justified a review of the Oklahoma City public schools� studentdiscipline policy.[7]

On September 29, 1998, the Oklahoma AdvisoryCommittee met in Oklahoma City to conduct a community forum on equal educationalopportunity for Hispanic students in the Oklahoma City public schools. Thepurpose of the forum was to collect information on selected educational issues,including education equity affecting Hispanic students in the public schools ofOklahoma City.[8] The Committee also reviewed information provided by forumparticipants on the effect of the school district�s discipline policy onstudent suspensions and dropout rates of Hispanics.[9] Further, the Committeealso received information on ITBS exemptions and the training of bilingualassistants.[10] The forum presenters included university professors, a Statelegislator, students, parents, agency officials, and school district personnel.[11]

According to the school district�s annualreport, the district is a model urban school district and is an integral part ofthe community.[12] Its students are self-confident and ready to compete in aglobal society.[13] It has highly motivated, professionally competent employeeswho work together with parents and the community to provide innovative andeffective education programs.[14] Its mission is to educate students forlife-learning and responsible living. A few of the 1997�2002 goals for theschool district are:
-  To have all students read at their    appropriate level.To provide students in every classroom with    an equal opportunity to learn, to be critical thinkers, technologically    literate, and effective communicators.To provide safe, clean, well-maintained    buildings and grounds with adequate space for educational needs.[15]
The school district, in an attempt to maintainorder and structure for student behavior, published the following disciplineinformation in the student handbook:
-  Suspended students are not allowed to return    to the campus of the school from which they were suspended, another district    school or attend extra-curricular activities sponsored by the OCPS until the    expiration of their suspension. Any student in violation of this policy is    subject to arrest for trespassing and/or additional days of suspension.School administrators are responsible for    ensuring that students� due process rights are not violated.    Administrators will furnish written notice of the alleged charges to the    student and his/her parent(s). The notice will provide an explanation of the    charge and a discussion of the evidence regarding the charge. The notice    will also provide a meeting date to give the student an opportunity to    present.[16]
 
[1] OklahomaState Advisory Committee (SAC) to the U.S. Commission on Civil Rights, meetingminutes, Stillwater, OK, Sept. 11, 1998, (hereafter cited as Oklahoma SACminutes).
[2] Memorandum to the U.S. Commission on Civil Rights from theLatino Community Development Agency, May 26, 1997.

[3] Children�s Defense Fund, *School Suspensions: Are TheyHelping Children*? (Washington, DC: Children Defense Fund, 1975), p. 9.*See also* the Iowa Advisory Committee to the U.S. Commission on Civil Rights,*A Statement on School Suspensions in Selected Iowa�s School Districts*,February 1980.

[4] Ibid.

[5]*No More Excuses*, the Hispanic Dropout Project,February 1998. This project was commissioned by U.S. Secretary of EducationRichard W. Riley on Sept. 18, 1995.

[6] Ibid.

[7] Oklahoma SAC minutes.

[8] Transcript of the Oklahoma Advisory Committee to the U.S.Commission on Civil Rights, community forum, Oklahoma City, OK, Sept. 29, 1998,p. 6.

[9] Ibid.

[10] Ibid.

[11] Ibid., p. 10.

[12] Oklahoma City Public Schools, Statistical Profile 1996�97,Management Information Services, September 1997, p. 2.

[13] Ibid.

[14] Ibid.

[15] Ibid.

[16] Student and Parent Handbook, Oklahoma City Public Schools,1997�98, p. 20.