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For this review I sought to understand how the field of education has come to conceptualize and study the relationship between schools and prisons. In doing so, I found that the vast majority of scholars who have studied the relationship(s) between school and prisons have done so within the context of the school to prison pipeline conceptual framework. This review both explores the affordances and contributions of the school to prison pipeline framework, as well as some of the limitations and critiques of the framework when used as the most preeminent frame by which we understand and study the ties between schools and prisons. I examine these limitations by focusing on four principal areas of study within the school to prison pipeline literature: (1) school discipline policies and practices, (2) school-police partnerships, (3) surveillance technologies in schools, and (4) disproportionality. The broader aim of this review is to develop the way we conceptualize the relationships between schools and prisons by building on what we have already learned in using the STPP framework, while also exploring new ways of theorizing and empirically studying the growing relations between schools and prisons.

This article focuses on elder incarceration and highlights the need for New York Senate Bill S15A, informally referred to as the Elder Parole Justice bill, which failed to pass into law in the early 2021 legislative session. The author quotes Jose Saldana and Laura Whitehorn, two formerly incarcerated people who work in their communities to end mass incarceration. The article also relies upon the author's experience of growing up with her father in prison.

Ample research has identified links between school and the criminal justice system; our work builds on these studies by identifying the pathway to deportation that immigrant students face. Our qualitative study, conducted in seven U.S. cities, focused on recent immigrant students and their teachers in secondary education institutions. We evaluated the intersection of race and immigrant backgrounds to understand their compounded effects on racialization processes. We found that racial identity formation among recent immigrants is shaped by experiences of tracking and profiling within the school system as well as surveillance practices around school spaces. We argue that racialization—the process by which students come to be regarded (by themselves or the broader society) as a part of the U.S. racial paradigm—is a critical mechanism by which immigrant students enter a school to prison to deportation pipeline.

After decades of stability from the 1920s to the early 1970s, the rate of imprisonment in the United States more than quadrupled during the last four decades. The U.S. penal population of 2.2 million adults is by far the largest in the world. Just under one-quarter of the world's prisoners are held in American prisons. The U.S. rate of incarceration, with nearly 1 out of every 100 adults in prison or jail, is 5 to 10 times higher than the rates in Western Europe and other democracies. The U.S. prison population is largely drawn from the most disadvantaged part of the nation's population: mostly men under age 40, disproportionately minority, and poorly educated. Prisoners often carry additional deficits of drug and alcohol addictions, mental and physical illnesses, and lack of work preparation or experience. The growth of incarceration in the United States during four decades has prompted numerous critiques and a growing body of scientific knowledge about what prompted the rise and what its consequences have been for the people imprisoned, their families and communities, and for U.S. society. The Growth of Incarceration in the United States examines research and analysis of the dramatic rise of incarceration rates and its affects. This study makes the case that the United States has gone far past the point where the numbers of people in prison can be justified by social benefits and has reached a level where these high rates of incarceration themselves constitute a source of injustice and social harm. The Growth of Incarceration in the United States recommends changes in sentencing policy, prison policy, and social policy to reduce the nation's reliance on incarceration. The report also identifies important research questions that must be answered to provide a firmer basis for policy. The study assesses the evidence and its implications for public policy to inform an extensive and thoughtful public debate about and reconsideration of policies.

There is growing concern that suspensions trigger a “downward spiral,” redirecting children’s trajectories away from school success and toward police contact. The current study tests this possibility, analyzing whether and in what ways childhood suspensions increase children’s risk for juvenile arrests. Combining 15 years of data from the Fragile Families and Child Wellbeing Study with contextual information on neighborhoods and schools, I find that suspensions disproportionately affect children already enduring considerable adversity. Even so, suspensions appear to redirect children’s trajectories, more than doubling their risk of arrest. Although suspended children experienced greater escalations in behavioral problems than their peers, post-suspension behavioral changes explained relatively little of the association between early suspension and later arrest. Instead, the most consequential way suspended children diverged from their peers was their heightened risk for repeated school sanction. Suspended children’s risk for repeated school removal explained 52 percent of the association between childhood suspension and juvenile arrest.

In August 2016, Illinois Senate Bill 100 (SB 100) restricted the use of zero tolerance disciplinary practices within public schools when addressing student behavior. In efforts to make school discipline less exclusionary and more effective, SB 100 mandated educators exhaust all means of interventions prior to suspending or expelling a student. Additionally, SB 100 recommended faculty professional development on effective classroom management, which is critical considering the majority of exclusionary discipline cases resulted from referrals by classroom educators for subjective deportment concerns and not from student possession of contraband. Using an online survey instrument, a sample of licensed educators in northeastern Illinois were asked to self-rate their preparedness in classroom management and indicate their awareness of zero tolerance policies. Results demonstrated significant difference of self-rated preparedness between general and special educators when addressing classroom deportment behaviors, while there was no difference in more intense behaviors (e.g., verbal threats, possession of contraband). Discussion on results and suggestions for future research are offered.

Carceral pedagogy lies at the nexus of pedagogy and penology intertwined in a complex web of disciplinarity and panopticism. The role of punishment in education through punitive education and the role of education in prison through reformative education are examined within the context of carceral pedagogy. Adopting Willis’ “learning to labour” and Bowles and Gintis’ correspondence principle, the correlation between education and employment is extended to the area of corrections. This correspondence is sustained through the school-to-work-to-prison pipeline in a vicious cycle of disciplinary control within the wider neoliberal commodification of both education and corrections. Yet, in its restorative justice approach, through power/knowledge, carceral pedagogy offers a site of resistance and liberation as it appropriates panoptical surveillance to avenge its oppressors.   Pedagogia carceraria: vendicarsi del panottismo. La pedagogia penitenziaria è un campo che combina la pedagogia e la penologia, intrecciate in una complessa rete di disciplinarità e panopticismo. Il ruolo della punizione attraverso l'educazione punitiva e il ruolo dell’educazione in carcere attraverso l’educazione riformativa sono esaminati nel contesto della pedagogia penitenziaria. Adottando il principio dell’“imparare a lavorare” di Willis e il principio di corrispondenza di Bowles e Gintis, la correlazione tra educazione e lavoro viene estesa all’area della punizione. Questa corrispondenza è sostenuta attraverso il percorso scuola-lavoro-carcere in un circolo vizioso di controllo disciplinare all’interno della più ampia mercificazione neoliberale, sia dell’educazione che della correzione. Tuttavia, nel suo approccio di giustizia riparativa, attraverso il potere/conoscenza, la pedagogia penitenziaria offre un terreno di resistenza e liberazione, poiché si appropria della sorveglianza panottica per vendicarsi dei suoi oppressori.

The School-to-Prison Pipeline is a social phenomenon where students become formally involved with the cnminal justice system as a result of school policies that use law enforcement, rather than discipline, to address behavioral problems. A potentially important part of the School-to-Prison Pipeline is the use of sworn School Resource Officers (SROs), but there is little research on the causal effect of hiring these officers on school cnme or arrests. Using credibly exogenous variation in the use of SROs generated by federal hiring grants specifically to place law enforcement in schools, I find evidence that law enforcement agencies learn about more crimes in schools upon receipt of a grant, and are more likely to make arrests for those crimes. This primarily affects children under the age of 15. However, I also find evidence that SROs increase school safety, and help law enforcement agencies make arrests for drug crimes occurring on and off school grounds.

This article explores how the police state choreographs active shooter drills as \"performances of protection,\" or embodied actions framed around an anticipatory threat. During these scenarios, choreographic imperatives—or movement directives in response to specific cues—become tools for directing bodies through public space to preempt crisis. While these measures protect students, teachers, and administrators, they also reinforce the school-to-prison pipeline, targeting communities deemed dangerous by the police state. The article examines how such measures embody control, surveillance, and time as methods of discipline. It also analyzes what performances of protection reveal about the school-prison pipeline in the United States.

As schools across the United States begin to move away from the harsh Zero Tolerance policies that characterised the better part of the previous three decades, there is an opportunity to change the focus of school discipline. Frequently, school discipline policies are centred on punitive approaches that separate students from their peers. Rather than meeting the needs of these students, schools alienate them from their peers, teachers, and school communities. The goal of the education system is to provide children and adolescents with a quality education that will allow them to grow into productive and participating members of society. Zero Tolerance and school discipline policies were created to protect students, but, in practice, these policies have proven to be harmful and have unintended consequences. Too often, punitive disciplinary action in the school setting puts students on a pathway that leads into the juvenile or criminal justice system. Although the Zero Tolerance policy is a federal initiative, many states are beginning to realise the harmful impacts this policy has on students, especially marginalised students. As a result, states are beginning to pass legislation that veers away from Zero Tolerance, focusing more on alternatives like restorative practices. This article will explore these issues and share information on policies current states are using and the implications of these policies on students, as well as the school-to-prison pipeline.