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The ACLU is committed to challenging the "school-to-prison pipeline," a disturbing national trend wherein youth are funneled out of public schools and into the juvenile and criminal legal systems. Many of these youth are Black or Brown, have disabilities, or histories of poverty, abuse, or neglect, and would benefit from additional supports and resources. Instead, they are isolated, punished, and pushed out.

"Zero-tolerance" policies criminalize minor infractions of school rules, while cops in schools lead to students being criminalized for behavior that should be handled inside the school. Students of color are especially vulnerable to push-out trends and the discriminatory application of discipline. Related Resources

The ACLU believes that children should be educated and supported in schools, not incarcerated. We are working to challenge numerous policies and practices within public school systems and the juvenile justice system that contribute to the school-to-prison pipeline.

For a growing number of students, the path to incarceration includes the "stops" below.

Failing Public Schools
For most students, the pipeline begins withinadequate resources in public schools. Overcrowded classrooms, a lack of qualified teachers, and insufficient funding for "extras" such as counselors, special education services, and even textbooks, lock students into second-rate educational environments. This failure to meet educational needs increases disengagement and dropouts, increasing the risk of later court involvement. (1) Even worse, schools may actually encourage dropouts in response to pressures from test-based accountability regimes such as the No Child Left Behind Act, which create incentives to push out low-performing students to boost overall test scores. (2)
Zero-Tolerance and Other School Discipline

Lacking resources, facing incentives to push out low-performing students, and responding to a handful of highly-publicized school shootings, schools have embraced zero-tolerance policies that automatically impose severe punishment regardless of circumstances. Under these policies, students have been expelled for bringing nail clippers or scissors to school. Rates of suspension have increased dramatically in recent years-from 1.7 million in 1974 to 3.1 million in 2000 (3) - and have been most dramatic for children of color.

Overly harsh disciplinary policies push students down the pipeline and into the juvenile justice system. Suspended and expelled children are often left unsupervised and without constructive activities; they also can easily fall behind in their coursework, leading to a greater likelihood of disengagement and drop-outs. All of these factors increase the likelihood of court involvement. (4)

As harsh penalties for minor misbehavior become more pervasive, schools increasingly ignore or bypass due process protections for suspensions and expulsions. The lack of due process is particularly acute for students with disabilities, who are disproportionately represented in the pipeline despite the heightened protections afforded to them under law.

Policing School Hallways

Many under-resourced schools become pipeline gateways by placing increased reliance on police rather than teachers and administrators to maintain discipline. Growing numbers of districts employ school police officers to patrol school hallways, often with little or no training in working with youth. As a result, children are far more likely to be subject to school-based arrests-the majority of which are for non-violent offenses, such as disruptive behavior-than they were a generation ago. The rise in school-based arrests, the quickest route from the classroom to the jailhouse, most directly exemplifies the criminalization of school children.

Disciplinary Alternative Schools

In some jurisdictions, students who have been suspended or expelled have no right to an education at all. In others, they are sent to disciplinary alternative schools.

Growing in number across the country, these shadow systems-sometimes run by private, for-profit companies-are immune from educational accountability standards (such as minimum classroom hours and curriculum requirements) and may fail to provide meaningful educational services to the students who need them the most. As a result, struggling students return to their regular schools unprepared, are permanently locked into inferior educational settings, or are funneled through alternative schools into the juvenile justice system.

Court Involvement and Juvenile Detention

Youth who become involved in the juvenile justice system are often denied procedural protections in the courts; in one state, up to 80% of court-involved children do not have lawyers. (5) Students who commit minor offenses may end up in secured detention if they violate boilerplate probation conditions prohibiting them from activities like missing school or disobeying teachers.

Students pushed along the pipeline find themselves in juvenile detention facilities, many of which provide few, if any, educational services. Students of color - who are far more likely than their white peers to be suspended, expelled, or arrested for the same kind of conduct at school (6) - and those with disabilities are particularly likely to travel down this pipeline. (7)

Though many students are propelled down the pipeline from school to jail, it is difficult for them to make the journey in reverse. Students who enter the juvenile justice system face many barriers to their re-entry into traditional schools. The vast majority of these students never graduate from high school.

Endnotes:
1. American Academy of Pediatrics, Committee on School Health, "Out-of-School Suspension and Expulsion," PEDIATRICS (Vol. 112 No. 5, Nov. 2003), p. 1207. See also: Johanna Wald & Dan Losen, "Defining and Re-directing a School-to-Prison Pipeline," NEW DIRECTIONS FOR YOUTH DEVELOPMENT (No. 99, Fall 2003), p. 11.
2. David N. Figlio "Testing, Crime and Punishment," JOURNAL OF PUBLIC ECONOMICS (Vol. 90 Iss. 4-5, May 2006).
3. Advancement Project, EDUCATION ON LOCKDOWN: THE SCHOOLHOUSE TO JAILHOUSE TRACK (Mar. 2005), p. 15.
4. American Academy of Pediatrics, Committee on School Health, "Out-of-School Suspension and Expulsion," PEDIATRICS (Vol. 112 No. 5, Nov. 2003), p. 1207. See also: Johanna Wald & Dan Losen, "Defining and Re-directing a School-to-Prison Pipeline," NEW DIRECTIONS FOR YOUTH DEVELOPMENT (No. 99, Fall 2003), p. 11.
5. ACLU, The Children's Law Center & The Office of the Ohio State Public Defender, A CALL TO AMEND THE OHIO RULES OF JUVENILE PROCEDURE TO PROTECT THE RIGHT TO COUNSEL (Jan. 2006), p. 1.
6. Russel J. Skiba, ZERO TOLERANCE, ZERO EVIDENCE (2000), pp. 11-12; The Advancement Project & The Civil Rights Project, OPPORTUNITIES SUSPENDED: THE DEVASTATING CONSEQUENCES OF ZERO TOLERANCE AND SCHOOL DISCIPLINE POLICIES (June 2000), pp. 7-9; Russell J. Skiba, et al., THE COLOR OF DISCIPLINE: SOURCES OF RACIAL AND GENDER DISPROPORTIONALITY IN SCHOOL PUNISHMENT (2000).
7. David Osher et al., "Schools Make a Difference: The Overrepresentation of African American Youth in Special Education and the Juvenile Justice System," RACIAL INEQUITY IN SPECIAL EDUCATION (Daniel J. Losen & Gary Orfield eds., 2002), p. 98.

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School-to-Prison Pipeline | American Civil Liberties Union

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The ACLU works in courts, legislatures, and communities to defend and preserve the individual rights and liberties that the Constitution and the laws of the United States guarantee everyone in this country.

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Josh Luber: Why sneakers are a great investment

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Josh Luber is a "sneakerhead," a collector of rare or limited sneakers. With their insatiable appetite for exclusive sneakers, these tastemakers drive marketing and create hype for the brands they love, specifically Nike, which absolutely dominates the multi-billion dollar secondary market for sneakers.

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Anchor - The easiest way to make a podcast

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Create, distribute, host, and monetize your podcast, 100% free.

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7. Sasha Spencer - Senior Buyer for Womenswear, M&S

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Moe Hachem, CEO, Sneaker Impact

John Licata, Founder & President, 360 Consulting Solutions

Sneaker Impact CEO Moe Hachem and shoe industry veteran John Licata join Andy and Sandi to talk about their amazing shoe stories and how they drive critical environmental change through Sneaker Impact. Check out sneakerimpact.com to learn more about how to change the world one pair of sneakers at a time.

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#333 Enhancing Your Global Impact With Sneaker Impact - Shoe-In

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Sneaker Impact CEO Moe Hachem and shoe industry veteran John Licata join Andy and Sandi to talk about their amazing shoe stories and how they drive critical environmental change through Sneaker Impact. Check out sneakerimpact.com to learn more about how to change the world one pair of sneakers at a time.

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Help kids across the country get the shoes they need!

We're so proud of our CEO for releasing her new book!

Did you know that 1 in 3 American children lives in a low-income family?

When you give shoes to a child, you give so many other things like Hope, Dignity, and Joy.

Here is what the schools tell us about the impact of our program:

Our story

Shoes That Fit tackles one of the most visible signs of poverty by giving kids in need new athletic shoes to attend school with dignity and joy. Together, we can make a difference to kids in need. We can alleviate this simple burden. We can stop bullying by making sure no child is wearing shoes that are too old or smelly or too inappropriate.

Since our founding in 1992, we've provided over 2 million pairs of brand new shoes and other necessities to children across the United States.

Our vision is that, one day, every child in America who needs new shoes gets new shoes, allowing all children the opportunity to reach their highest potential.
READ MORE

How we work

Step 1

We pair "sponsoring groups" - businesses, colleges, community service groups and other organizations - with children at schools in their communities.

Step 2

The school identifies the children most in need.

Step 3

The school staff personally measures each child with the tools we provide.

Step 4

Brand new shoes are purchased by the sponsoring group and delivered to the school.

Step 5

Lives change.

Don't take our word for it. Here's what teachers have to say about Shoes That Fit:
"I love the smile that it puts on my student's faces. It gives my kids an equal opportunity to be able to have good shoes in gym and increases their confidence." "The look the students give you when they put on their new shoes is priceless. It gives them a sense of relief that has a lasting impact on a daily basis. It also has an impact on the families by taking a burden off their hands. They're so grateful their child has a nice pair of shoes that they can be proud of." "I love being able to have the resources necessary to respond to needs when they arise. We have so many "shoe emergencies!" Students may have shoes that literally have the sole falling off of them, a huge hole letting in cold air/moisture, or maybe their shoes are two sizes too small and creating discomfort or pain." "It's nice to know that we're able to provide a new pair of shoes to preserve their safety and ease their discomfort. This allows us to shift their focus back to activities that support their social, emotional and academic growth, instead of them being worried and sidetracked by this basic need."

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Shoes That Fit: Every Child Deserves Them

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Help kids across the country get the shoes they need! We're so proud of our CEO for releasing her new book! Did you know that 1 in 3 American children lives in a low-income family?

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Few industries tout their sustainability credentials more forcefully than the fashion industry. But the sad truth is that despite high-profile attempts at innovation, it's failed to reduce its planetary impact in the past 25 years. Most items are still produced using non-biodegradable petroleum-based synthetics and end up in a landfill. So what can be done? New ESG strategies such as the use of bio-based materials, recycling, and "rent-the-runway" concepts have failed. Instead, we must stop thinking about sustainability as existing on a spectrum. Less unstainable is not sustainable. And governments need to step in to force companies to pay for their negative impact on the planet. The idea of "win-win" and market-based solutions has failed even in one of the most "progressive" industries.

Few industries tout their sustainability credentials more forcefully than the fashion industry. Products ranging from swimsuits to wedding dresses are marketed as carbon positive, organic, or vegan while yoga mats made from mushrooms and sneakers from sugar cane dot retail shelves. New business models including recycling, resale, rental, reuse, and repair are sold as environmental life savers.

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Few industries tout their sustainability credentials more forcefully than the fashion industry. But the sad truth is that despite high-profile attempts at innovation, it's failed to reduce its planetary impact in the past 25 years. Most items are still produced using non-biodegradable petroleum-based synthetics and end up in a landfill.

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(Quality Education & School to Prison Pipeline)

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“ A lot of kids  won’t get in trouble with new shoes on” -Dominique Armani Jones (lil baby)

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“ A lot of kids  won’t get in trouble with new shoes on” -Dominique Armani Jones (lil baby)

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Guiding Statment

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Lil Baby Goes Sneaker Shopping With Complex

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emphasis on quility long lasting materials

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Avoid the use of a buy one give one model

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Avoid the use of a buy one give one model

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Toms shoe company

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2022-23 Impact Challenge

Responsible consumption and production (12): Encouraging Restoration and Recycling of used Items

Reducing inequalities: Improving Current Resource and Offering New ones

Quality Education: Teaching Youth about their culture and giving a path to understanding why they care about the things that they do

Gender Inequality: Reckoning the exclusion of women in [these] traditionally male spaces.

Sustainable cities and Communities:

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Sneaker:  Culture. History . Self Love. Passion Displine
Thry: What if every kid had shoes They Loved

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The African American experiance and It's Relationship with sneakers

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The African American experiance and It's Relationship with sneakers

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Taking something that we care about, That hurts us , to something that we care about and geniulnely helps us

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 My Individual Bias ( Addressing The inheritace  of Black Poverty)

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 My Individual Bias ( Addressing The inheritace  of Black Poverty)

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"I've been poor my whole life, like a disease passing from generation to generation." So says Toby Howard in the movie Hell or High Water. It is a poignant line. But one thing about the character makes the statement highly unlikely: he's white. (Chris Pine plays the role).

In white families, poverty is almost never passed down "like a disease". Our just-published paper shows that just 1.3% of whites are experiencing third-generation poverty. By comparison, more than one in five Black Americans (21.3%) are in the third generation of their family to be poor. (The full paper, co-authored with Scott Winship and Santiago Deambrosi of AEI as well as Christopher Pulliam and Ariel Gelrud Shiro from our own team, is " Long Shadows: The Black-white gap in multigenerational poverty ").

Our paper represents the first attempt to analyze income mobility patterns across three generations, back to the Civil Rights era, and it is an empirical challenge. But the overall pattern is starkly clear. Black Americans are sixteen times more likely to be in the third generation of poverty, defined as the bottom fifth of the income distribution (i.e. less than around $48,000 a year for a family of four in today's money).
Time does not always heal
Why such a stark difference? The most obvious answer is that Black poverty rates were very high indeed half a century ago. Most 30-something Black Americans (59%) have a grandparent who was poor, compared to just nine percent of whites. But this is not just a matter of history. Even in more recent generations, the chances of being stuck in poverty are much higher for Blacks (especially Black men) than for whites. Blacks also face a much higher risk of downward mobility into poverty. Black poverty is much "stickier" across generations.

It is said that time heals. But it is now quite clear that time alone will not heal the brutal inequities experienced by Black Americans. Just as intentional public policy contributed to creating these gaps, so intentional public policy will be needed to close them. Here are five potential approaches that should be on the policy agenda:

Transfer wealth to Black families

End housing segregation

Invest in education for Black students

Support Black men

Cut child poverty

The racial wealth gap is wide - and as our colleague Bill Gale's work shows, likely getting wider. Wealth is not income, but it both represents long-run income gaps, and can help to increase opportunity for our children, for example by helping with the costs of college, buying a car, or with a down payment on an apartment in a new city.

The moral case for reparations to Black Americans, as made by Ta-Nehisi Coates, Sandy Darity and Kirsten Mullen, and others, is unanswerable. The politics and practicalities may be a different matter; but on this, read our colleagues Rashawn Ray and Andre Perry. But our research shows clearly that a wealth transfer policy aimed at the multi-generationally poor would disproportionately benefit Black Americans, since they make up the overwhelming majority of this group.

Such an approach would be an example of what I have elsewhere described as a " race conscious policy", occupying a middle ground between a race-based policy, such as straightforward reparations, and a so-called "race-blind" policy which does not consider racial differences in the impact of a policy. For example, Darity and Darrick Hamilton have also argued for "baby bonds" to children born to families with limited wealth.

Low-income Black Americans are very much more likely to live in areas of concentrated poverty, a reflection of the deep segregation of U.S. cities. Patrick Sharkey's work shows that 62 percent of Black Americans born between 1955-1970 grew up in neighborhoods where at least a fifth of residents were poor, compared to just 4 percent of whites. Thirty years later, essentially nothing had changed. Two thirds (66%) of Black Americans born between 1985-2000 grew up in such neighborhoods, compared with just 6 percent of whites.

Land use regulations stand in the way of integration, especially in the form of " exclusionary zoning", as work by our colleague Jenny Schuetz shows. At the same time, policymakers need to build in defenses against potential downsides of gentrification, as Jenna Davis argues.

Invest in education for Black students

Education is strongly related to upward mobility, as a series of reports from Opportunity Insights, led by Prof Raj Chetty has shown. But the education system puts Black students at a disadvantage at every stage. Reform of K-12 funding is needed, as Sarah Reber and Nora Gordon argue. And there is much work to do at the post-secondary level, including further investments in HBCUs, as well as a concerted policy assault on the for-profit sector, which preys on students of color in particular. College completion rates for Black students are much lower than for others and a greater investment in proven strategies to promote retention, such as the ASAP program, is needed.

The prosperity of Black families is hit hard by the combination of racism and sexism faced by Black men in particular. Previous work I conducted with Winship, and subsequent work by Chetty's team, has shown that Black men have the lowest rates of upward mobility - much lower, in fact, than for Black women. As our colleague Camille Busette has written:

"To be male, poor, and either African-American or Native-American is to confront, on a daily basis, a deeply held racism that exists in every social institution. No other demographic group has fared as badly, so persistently and for so long." To meet this "appalling crisis," she calls for nothing less than "a New Deal for Black men." Similarly Jhacova Williams argues on this blog that " A Black Brother needs love, too ".

This should include reform of the criminal justice system, action against the systematic exclusion of Black boys and men from educational institutions, tailored programs for college students, and much more. There is much work to do for the new - and vitally important - Commission on the Social Status of Black Men and Boys.

Although the focus of our new paper is on poverty over the long term, and by implication on the need to break the mechanisms through which poverty is passed from one generation to the next this does not preclude aggressive policy action to raise incomes at the bottom of the distribution here and now. In fact, reducing child poverty today is likely to help those children tomorrow, as Christopher Pulliam and I argue in support of the expanded child tax credit - and for making the expansion permanent. Monthly payments to qualifying families with children - $300 for each child under age 6 and up to $250 per month for those between ages 6 and 17 - will begin on July 15th. As we write "A direct cash transfer, then, can be both a powerful anti-poverty policy, and likely to be a pro-mobility policy, too: the policy equivalent of a two-fer."
Intentional policy needed, now
This is of course not intended to be a comprehensive list, rather a sketch of a possible policy landscape. No doubt there are many more policies that could improve upward mobility for Black Americans. But one thing is clear. Breaking the cycle of multigenerational poverty means, above all, breaking the cycle of Black multigenerational poverty - and the systems that lie behind it.

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Time will not heal: 5 ways to address the inheritance of Black poverty, starting now

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Richard Reeves argues that, "it is now quite clear that time alone will not heal the brutal inequities experienced by Black Americans. Just as intentional public policy contributed to creating these gaps, so intentional public policy will be needed to close them."

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The vaule of shoes in a outfit

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Appearance and it's relationship to  Confidence

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Appearance and it's relationship to  Confidence