"The Principal is Like a Warden in a Four-Year Sentence"

Abstract

This thesis seeks to apply the above literature in its evaluation of Maryland’s efforts to dismantlement the school-to-prison-pipeline. This project seeks to answer two specific questions through its analysis, (1.) What extent has Maryland been able to address the school-to-prison-pipeline in the state? (2.) And what is the impact of Maryland’s historical and political background on the state’s successful or failed efforts to dismantle the school-to-prison-pipeline? Using a combined methodology of fifteen recommendations from various organizations at the forefront of restorative justice framework, this study seeks to explore if Maryland is or is not successful in its efforts to dismantle the school-to-prison-pipeline in the state. If Maryland has been able to reduce the school-to-prison-pipeline in the state, then it is due to a combined effort of progressive politicians and grassroots organization of political non-profit foundations and citizens in the state. Efforts made to decrease police spending and criminalization of minority youth for actions that do not cause harm to others will also be assessed. Restorative justice and the practice of preemptive implementation in public schools before student conduct violations will also be evaluated. As other scholars have hailed the state of Maryland as an example of how to implement restorative practices, this study seeks to find out how and why. Maryland efforts to dismantle the-school-to-prison-pipeline will be closely examined through fifteen recommendations. These categories span across legislative efforts, data collection, and state and community efforts made in the state. Maryland will be evaluated on what areas the state has taken action, where the state has attempted to take action, where the state has failed to take action, and what further efforts are needed to ensure full dismantlement of the school-to-prison-pipeline in the state.