In the last few decades, highly publicized school shootings at places like Columbine and Sandy Hook, as well as a trend of violence on college campuses across the nation, have led to the proliferation of school surveillance techniques. Since these cases of violence have targeted specific schools, one would imagine that the strictest surveillance techniques would exist in schools with a history of violence.

That is not actually the case according to new research from Jason P. Nance, an associate professor of law at the University of Florida. He discovered that while there has been a stark increase in school surveillance in recent years, the practice was not applied equally across all schools. In fact, schools with a preponderance of students of color were more likely to have harsh surveillance practices, including metal detectors, locked gates, school police, and random sweeps.

 Current Trends in School Surveillance

The 1990s saw a rise in concerns about drug and gang-related violence, leading to an increase in integrating police–or “school resource officers”–and other surveillance technology into schools. These fears were later exacerbated by the high-profile shooting at Columbine High School in 1999, where two seniors murdered 12 students and one teacher before both committing suicide–billed then as “the deadliest high school shooting in US history.” Over the years, schools have compensated with an increase in strict punitive measures and “zero tolerance” policies, which require schools to hand out specific, harsh punishments like suspension or expulsion when students break particular rules. Additionally, surveillance systems designed to track and monitor students’ movements and specific behaviors are being implemented and utilized more than ever before.

In the first analysis of its type ever conducted, Jason P. Nance, of the University of Florida Levin College of Law, found a clear and consistent pattern in how surveillance techniques were applied to schools nationally. Nance gained authorization access to a restricted database from the U.S. Department of Education–the School Survey on Crime and Safety conducted from 2009-10 and 2013-14–and was able to examine surveillance techniques pre- and post- the Sandy Hook school shooting. Even after controlling for a variety of factors such as school crime, neighborhood crime, school disciplinary and behavioral problems, and other student demographics, Nance’s research found that the concentration of students of color was a predictor in whether or not the schools had more intense security techniques.

Additionally, Nance investigated the major, student-caused instances of violence in the last 25 years using informations from a CNN archive and federal data on demographics of the particularly relevant schools. The overwhelming majority, roughly 62 percent, of incidence of major violence in schools occurred in ones that serve mostly white students. Such findings demonstrate a much greater problem in racial inequalities in the public educational system. Nance noted that systemic racial disparities exist in special-education placements, gifted-and-talented programs, and teacher expectations of academic success, with African Americans experiencing the highest educational inequalities.

Criminalizing Student Behavior

The act of arresting schoolchildren and treating them as if they are violent criminals has become a disturbing trend in schools across the country. With the constant surveillance tactics employed, whether it be drug sniffing dogs, police officers, random searches, or high-resolution security cameras, schools are arguably a burgeoning police state, one that is being controlled and directed. Police patrol many school hallways across the nation, making even normal childhood behavior seem criminal. In 2010, police gave close to 300,000 Class C misdemeanor tickets to students in Texas. There were also reports of a student with an IQ below 70 being pepper sprayed because he did not understand police instructions. Moreover, an incident in Columbia, South Carolina went viral in the fall of 2015 when a student refused to hand over her cellphone, resulting in the school deputy wrestling her out of her chair and hurling her across the classroom floor. The student who filmed and posted the events was eventually arrested. All of these examples illustrate a disturbing trend.

Such arrests are not uncommon in the state of North Carolina, where roughly 1,200 students are charged each year with “disturbing school.” The state law, which makes it a crime to “disturb in any way or in any place the students or teachers of any school” or “to act in an obnoxious manner,” carries a jail sentence of up to 90 days or a $1,000 fine. The charge has been used against students as young as age seven. Currently, at least 22 states and many cities have such a law, though the degree of stringency varies greatly from state to state. Moreover, in South Carolina black students are four times more likely to be charged with disturbing school than their white peers. Defiance is an integral part of adolescence, but placing students in jail for swearing or refusing to comply with an adult’s request turns normal child behavior into delinquent behavior.

Many advocates contend that such disturbing school laws were implemented once black students were allowed to integrate into white classrooms, as a way of maintaining informal segregation under the guise of “law and order.” Once students are arrested, their ability to achieve at the same level is greatly diminished. According to a 2006 study by criminologist Gary Sweeten, students who have been arrested are nearly twice as likely to drop out of school even if they never go to court–regardless of GPA or prior offenses–and students who actually go to court are four times more likely to drop out. Considering the profound consequences such an event can have on a child’s future, it seems a law and order focus may be doing more damage than good.

Monitoring and Tracking Students

Another extreme method schools are utilizing to monitor students is Radio Frequency Identification (RFID). RFID, which is often used to identify and monitor livestock and other animals, uses tags and readers to monitor when students check out library books, register for classes, or even pay for school lunches. States such as Missouri, California, and Texas have utilized the technology through experimental pilot programs in some manner or another, such as door access on school buses or embedding the chips in student clothing. While its use was eventually squashed by parents and the American Civil Liberties Union in state of Texas, technology similar to RFID is still alive and well in other states. Other experimental programs have even utilized cameras to track and monitor students’ eating habits in an effort to mitigate childhood obesity. Some schools have even used wristwatches that monitor students’ heart rate, physical movement, and sleeping habits.

Big Brother entering the classroom brings up valid concerns; are we simply conditioning students to believe that tracking them is completely normal, acceptable, and even mandatory? In a world of consumerism and behaviorism, students, workers, shoppers, and voters are all seen in the same manner: passive, conditionable objects. Such practices may infringe heavily on due process rights, treating citizens as compliant subjects in a surveillance state.

Courtesy of [Daniel R. Blum via Flickr]

When School Becomes Jail

Schools have been struggling to find the ideal balance when creating a safe, supportive, and secure learning environment in recent years. Chicago Public Schools, for example, approved high-definition surveillance camera installation in 14 schools in 2011 for a $7 million price tag, despite being significantly cash-strapped at the time. After a pilot test at a high school, Chicago Public Schools stated that misconduct dropped 59 percent, arrests dropped by 69 percent, and drop-out rates decreased. The approval ended up coming in $200,000 under budget, but it certainly illustrates the trends Nance is studying.

Strict surveillance practices are firmly in place in the Los Angeles public school system, where random screenings using metal detector wands are employed in all secondary schools, grades 6-12. This program has been in place for more than two decades and also includes daily random locker searches, but it has recently come under fire from teachers, civil rights groups, and educational organizations. In schools with no history of violence, it seems to be counterintuitive to employ such stringent tactics in the name of safety. According to a review in 2011 of all available literature from the past 15 years regarding the use of metal detectors in schools, there is insufficient evidence to prove that the use of metal detectors had any positive influence on student behavior and school environments. In New York City, some public schools with metal detectors cannot even get students through the screening process in time for the start of school.

Despite claims of limited efficacy, metal detectors and surveillance techniques still have their champions. The Chief of Police for the Boston Public Schools Eric Weston noted in 2015 that metal detectors changed things by helping to keep firearms out of schools and reducing the number of weapons found on campus. While acknowledging the potential psychological toll constant use of metal detectors may create, Weston believes that overall the use of them makes students feel safer. Moreover, the public response after a highly publicized, violent school incident, is to increase security measures in schools to prevent such an atrocity from occurring again.

 Efficacy of Surveillance Techniques

While some may champion police presence in schools and the use of surveillance systems like metal detectors, such techniques are not without critics. The effects of such severe practices on student psyche is stark. When compared to a school with no metal detectors, students at a school with metal detectors feel and understand that the general public views them as criminals automatically. Evidence also shows that when students are in such harsh environments, academic performance and positive school climates do not necessarily increase. An over-reliance on security measures diminishes students’ feelings of trust and safety; when students are subjected to punitive tactics in school, the likelihood that students feel comfortable being there decreases significantly. Moreover, science has also demonstrated in recent years that a teenager’s brain, for example, is far more receptive to rewards than to punishment, and sections of the brain that control impulses and judgment are still a work-in-progress.

The result is a continued criminalization of certain types of students, namely students of color. For example, in Texas, when looking at clear-cut offenses like the use of a weapon, African American students were no more likely to get in trouble than other students; however, when it came to subjective “disturbing school” offenses, they were far more likely to be disciplined. After controlling for over 80 variables, race was a reliable predictor of which students were disciplined.

Even when there is little to no evidence to demonstrate that such practices actually create environments where students can thrive, cities, states, and the federal government continue to invest in such programs. Bringing in police officers and placing youth under constant surveillance with little to no privacy creates an institution that feels more like a prison than a welcoming educational environment. Advocates note that these practices are likely creating criminals, rather than productive, healthy citizens.

Conclusion

Educators are quick to note that combating violence in schools and deterring weapons starts from the root; students have to feel safe at school. Relying on surveillance tactics and punitive measures to enforce discipline creates an environment based on fear, not mutual respect. Investing in student relations should be as much as a priority as investing in high-definition security cameras. As Nance noted in his research, these stringent surveillance practices are sending students a very clear message: white students deserve more privacy and leeway than nonwhite students. It’s critical to ensure students are safe, but practices such as these may merely exacerbate the significant racial tensions plaguing the nation rather than helping to rectify violence in schools.

Resources

Primary

UF Levin College of  Law University of Florida: Student Surveillance , Racial Inequalities, and Implicit Racial Bias

Journal of School Health: Impacts of Metal Detector Use in Schools: Insights From 15 Years of Research

National Education Association: Alternatives to Zero Tolerance Policies

Additional

The Atlantic: When School Feels Like Prison

Huffington Post: Are America’s Schools Breeding Grounds for Compliant Citizens?

The Atlantic: How America Outlawed Adolescence

The Guardian: The US Schools With Their Own Police

The Journal: Missouri District Pilots RFID Door and School Bus Access

Wired: Tracking School Children With RFID Tags? It’s All About The Benjamins

Salon.com: Big Brother Invades Our Classrooms

Christian Science Monitor: A Backlash Against Los Angeles Schools as High-Security Fortresses

ABC 7: HD Security Cameras Installed at 14 CPS Schools

MASSLIVE: Metal Detectors in Schools: Boston’s Success Story

Nicole Zub

Nicole is a third-year law student at the University of Kentucky College of Law. She graduated in 2011 from Northeastern University with Bachelor’s in Environmental Science. When she isn’t imbibing copious amounts of caffeine, you can find her with her nose in a book or experimenting in the kitchen. Contact Nicole at Staff@LawStreetMedia.com.

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The news has been full of stories lately from lower-income schools; stories about teachers cheating to pull ahead, children falling through the cracks, and many schools leaving children completely behind in their studies. But there’s another group of students who don’t necessarily get a lot of attention–children who are viewed as “gifted” or “talented” but don’t have access to the resources that would propel them forward.

The National Society for the Gifted and Talented has a comprehensive definition of what it means to be gifted and/or talented:

This definition of giftedness is the broadest and most comprehensive and is used by many school districts. It speaks of talent, which includes all areas of a child’s life: academic, artistic, athletic, and social. Most schools limit their definition and their programs to academics, but it is important to focus on performance and accomplishment. It is not enough to just have the talent; you must be using that talent to achieve at remarkably high levels. However, this definition does also recognize that while all very talented students have the potential to achieve at high levels, some may not have yet realized or demonstrated that potential. Such students may be underachievers, twice exceptional, or represent underserved groups who have not had a nurturing environment to bring out those talents. Finally, this definition is a comparative one; these students achieve or have the potential to achieve at levels way above their peers.

Many of our gifted children aren’t getting the attention they deserve because there simply isn’t enough money, there aren’t enough teachers, and in some cases the curriculum fails students. Read on to learn about the challenges in teaching gifted students at every level of the American education system.

Achievement Gaps

Achievement gaps have always existed in schools–especially between those in inner cities and their suburban counterparts. Achievement gaps occur at all ages between lower-income students and those who are better off financially. The methods used to measure a student’s retention and knowledge, including grades, classroom testing, standardized testing, course selection information, and drop-out rates all show the problem that exists. The difference between the scores of lower- and high-income students has been plaguing our nation for years, and there has been very little noticeable improvement overall.

There are racial disparities in academic achievement even when the most able students are taken into account. Evidence for this is found specifically among high scorers on the SAT math and reading sections. The National Research Center for the Gifted and Talented has found that “African Americans, Latinos (especially Mexican Americans and Puerto Ricans), and Native Americans are currently severely underrepresented among the nation’s highest achieving students, by virtually all traditional academic achievement measures, including GPA, class rank, and standardized test scores.” When studies have compared measurements between the two levels (SAT scores and GPAs), they see a huge difference between what a student is capable of (SAT score) and how that manifests itself in schoolwork (GPA).

The Washington Post explained the problem by looking at state testing, stating, “Less than one percent of low-income eighth-graders scored ‘advanced’ on the 2011 NAEP reading exam; more-affluent students were five times more likely to score advanced. Math was better, but not much: 2.5 percent of low-income eighth-graders scored advanced, compared with nearly 13 percent of more-affluent students.”

Poverty also plays a big role in how a student succeeds. According to the Davidson Institute, a report called “Achievement Trap:”

Tracked the performance of high-achieving lower income and high-achieving upper income students and found disparities at the beginning of elementary school that grew larger over time. This means that the students who started off in poorer schools received fewer and fewer opportunities as they approached high school. Disparities between upper income and lower income high achievers also were found in higher education in terms of college graduation rates, and attendance at prestigious colleges.

Overall, there are significant achievement gaps between our students at many different levels and for many different reasons.

Gifted Programs

There have been specific programs in the past that have been implemented to help students in poorer school districts reach high levels, including the Minority Student Achievement Network, for example. The problem is that the achievement differences, especially among gifted and talented students, are especially pronounced within the major urban school districts within the United States, specifically in Chicago, New York, and Philadelphia. However, there are also smaller school districts that have similar problems. Many poor minority children and new immigrants reside in these underfunded school districts that are struggling to survive and provide for the children. In many states, gifted programs don’t even exist within urban schools.

In-Class Issues

Lower-income students are underrepresented in all aspects of gifted programs. In a recent study, it was discovered that most of the students that qualified or were even tested for gifted programs, even in schools where they were the minority, were Caucasian or Asian students. Another study found that black students were underrepresented by as much as 55 percent nationally in all gifted programs.

The problem isn’t always that the students aren’t able to qualify for gifted and talented programs, sometimes it is that they aren’t even being tested.

Curriculum

Another problem is that gifted programs, if they exist at all in lower-income schools, can lack the rigorous curriculum that other schools have. One of the biggest reasons seems to be the focus on testing. The National Education Association states that:

The law is uniformly blamed for stripping curriculum opportunities, including art, music, physical education and more, and imposing a brutal testing regime that has forced educators to focus their time and energy on preparing for tests in a narrow range of subjects:  namely, English/language arts and math.  For students in low-income communities, the impact has been devastating.

The curriculum now revolvse more heavily around memorization and by-the-book learning. In an area with many lower-income families and students, like Los Angeles, for instance, “one-third of the 345 arts teachers were given pink slips between 2008 and 2012 and arts programs for elementary students dwindled to practically zero.”

While testing is one facet, students also struggle because schools lack educational resources they need, such as libraries, textbooks, and technology, and often employ less experienced or less qualified teachers.

In schools where the children do have resources and they do get tested for gifted programs, a whole other problem with the curriculum arises: they may not feel included in the classroom. They aren’t present in the literature that so many gifted programs use, and may experience difficulties connecting with it. For instance, classes are often assigned to read books that revolve around white, middle-class families rather than reading books that include minorities like “Parrot in the Oven” or “A House on Mango Street.”

Even if schools with high levels of poverty have gifted programs and have the appropriate procedures in place to identify students who need them, an achievement gap may still be present. Gifted and talented programs can’t be one size fits all and need to set up as many students as possible for success.

Conclusion

So what can we do? Unfortunately, we aren’t going to fix these problems overnight. Teachers are trying the best they can, but with so much going on within school hours, it can be difficult for them to get it right. Even more, we do need to focus on getting teachers who live or lived in those areas back into their schools. Teachers who understand the struggles these students face will be able to reach them better.

The answer may also fall to the state and federal governments and their emphases on testing. Even more so, it is going to take parents and students demanding programs for their schools: better gifted programs, better gifted testing, and better curriculum all around. It is going to take all of us banding together to push the gifted and talented ahead.

Resources

Primary

National Governor’s Association: States Close the Achievement Gap in Advanced Placement Courses

Additional

National Research Center on the Gifted and Talented: Promoting Sustained Growth in the Representation of African Americans, Latinos, and Native Americans Among Top Students in the United States at All Levels of the Education System

National Society for the Gifted and Talented: Giftedness Defined

NEA Today: The Testing Obsession and the Disappearing Curriculum

Washington Post: Gifted students — EspeciallyThose Who are Low-income — Aren’t Getting the Focus They Need

Edutopia: How Should We Measure Student Learning? Five Keys to Comprehensive Assessment

ETS: Parsing the Achievement Gap II

Sage Publications: Experiences of Gifted Black Students; Another Look at the Achievement Gap

University of Colorado: Identifying Gifted and Talented English Language Learners

Editor’s Note: This post has been revised to credit select information to the Davidson Institute. 

Noel Diem

Law Street contributor Noel Diem is an editor and aspiring author based in Reading, Pennsylvania. She is an alum of Albright College where she studied English and Secondary Education. In her spare time she enjoys traveling, theater, fashion, and literature. Contact Noel at staff@LawStreetMedia.com.

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