Marilyn Armour *
Schools are beset with complex challenges in their efforts to educate students. The tough policies created to ensure safe learn-ing environments appear to be increasingly ineffective, generating racial disproportionality in discipline, academic failure, high dropout rates, and a clear school-to-prison pipeline. The drive to meet the standards on state or national tests have generated pressure-cooker classrooms with little time for students who need more attention or for addressing students‘ emotional or social needs. A growing number of sources suggest that some of these conditions are exacerbated by a lack of teacher preparation in student management, lack of training in culturally competent practices, and gaps in familiarity between students and teachers that reinforce okay-racial stereotypes. Much of this fallout predictably and disproportionately affects economically disadvantaged African American and Hispanic students.
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* Director, Institute for Restorative Justice and Restorative Dialogue. Ph.D., School of Social Work, The University of Texas at Austin.
Meredith Johnson Harbach *
If you follow social media, you may have noticed the rash of reporting on battles over public school dress codes and their effects on and implications for girls. Complaints have been registered across the country, including here in Virginia. For example, in September 2014 at the Maggie Walker Governor’s School, administrators announced over the PA system that school officials would be performing a shorts-length spot check. Any girls found to be in violation of the rule would be forced to change; if ten girls broke the rule, all girls would be banned from wearing shorts for a day.
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* Associate Professor, University of Richmond School of Law. Thanks to Kimberly Jenkins Robinson for helpful comments during the drafting of this paper, and to John O‘Malley for research assistance. I also thank John Hogan and the editorial staff of the Richmond Law Review for their excellent work on this piece during the editing process.
Jason P. Nance *
Over the last three decades, our nation has witnessed a dramatic change regarding how schools discipline children for disruptive behavior. Empirical evidence during this time period demonstrates that schools increasingly have relied on extreme forms of punishment such as suspensions, expulsions, referrals to law enforcement, and school-based arrests to discipline students for violations of school rules. For example, from the 1972–73 school year to the 2009–10 school year, the number of students expelled or suspended from secondary schools increased from one in thirteen to one in nine. Between 1974 and 2012, the number of out-of-school suspensions increased nationally from 1.7 million to 3.45 million. There is also substantial evidence that referrals to law enforcement and school-based arrests have significantly in-creased in recent years.
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* Associate Professor of Law, Associate Director of Education Law and Policy, University of Florida Levin College of Law. I thank the participants of the University of Richmond Law Review’s Allen Chair Symposium on School Inequality for their helpful comments on this topic. I also thank Samanta Franchim, Anthony Kakoyannis, and Laura Liles for their outstanding research assistance. Finally, I thank the University of Richmond Law Review for organizing this symposium and for their editorial help.
Pamela J. Meanes *
A fourteen-year-old Henrico County girl faces assault and battery charges because she threw a baby carrot at one of her former teachers. School disciplinary documents allege the baby carrot was used as a weapon. A Huron High School student threatens to do ?chopper rounds? in his hallway. An Ames, Iowa middle school student brings a BB gun to school. A sixteen-year-old Minnesota Harding High School student told St. Paul police that he brought a loaded gun to class to protect himself from a gang.
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* Partner, Thompson Coburn, LLP; President, National Bar Association 2014–15. J.D., University of Iowa; M.A., Clark Atlanta University; B.A., Monmouth College.
Thomas DiStanislao, III *
Ann Elizabeth Reid **
This year, the University of Richmond Law Review observes its Golden Anniversary with the publication of its fiftieth volume. We take this opportunity to look back over our journal’s history, to celebrate its many successes, and to honor and thank all those who have contributed to both the evolution and the survival of this Law Review over the last several decades.
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* Editor-in-Chief, Volume 50.
** Lead Articles Editor, Volume 50.
Hamilton Bryson *
J. Rodney Johnson, Professor of Law, Emeritus, of the University of Richmond, was one of the preeminent legal scholars of wills and testamentary trusts in Virginia. He was born in the Oak Grove section of Richmond, Virginia, on July 9, 1939, into a devout Baptist family, of which he was one of five sons.
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* Blackstone Professor of Law, University of Richmond School of Law. LL.D., 2013, University of Cambridge; Ph.D., 1972, University of Cambridge; LL.M., 1968, University of Virginia School of Law; LL.B., 1967, Harvard Law School; B.A., 1963, Hampden-Sydney College.
