Interviews

James Beale, Alternative Education Teacher/Paraeducator at Wilde Lake

Questions James Beale Response Analysis

1. In your experience, “Yeah, I have. It’s something -​ Mr. Beale highlights a core
have you noticed I’ve witnessed many times.” issue: unequal treatment for
disparities in how Black similar behavior. This
students are disciplined “Black students in our school supports the data found in
compared to others? are disciplined more quickly research studies
and more harshly… than their -​ for instance, the U.S.
white peers for the same Department of Education has
behaviors” shown that Black students are
suspended at nearly three
“It’s not always obvious, but times the rate of white
when you work closely with students.
kids like I do, the patterns -​ His firsthand experience
are…hard to ignore” confirms that disciplinary
disparities are not just
statistical but visible and
consistent in real school
environments. This lays the
foundation for my argument
that systemic bias affects real
students daily.

2. What role do you “A big one. Teachers and staff -​ Implicit bias refers to
think implicit bias plays may not realize it, but these subconscious attitudes or
in school discipline? kids are looked like they are stereotypes that influence
aggressive or defiant, even behavior. Mr. Beale
when they’re not” illustrates how the same
emotional expression is
interpreted differently based
on race.
-​ This directly ties into how
discipline can become
racialized, not because staff
intend to be racist, but
because unchecked bias
shapes reactions.
3. How do school “A lot of these policies weren’t -​ Zero-tolerance approaches,
policies affect the way made with our kids in mind. while meant to apply equally
discipline is handled Zero-tolerance rules don’t to everyone, often worsen
across racial lines? allow for context, and when inequities because they
you’re dealing with kids who remove teacher discretion
might already feel unheard, and ignore personal
you're basically pushing them circumstances.
out” -​ Mr. Beale’s insights reveal
how these “neutral” policies
“And let’s be real.. those can have racist outcomes,
policies fall hardest on Black reinforcing the importance of
students.” equity based reform in school
discipline systems.

4. What steps do you “I take time to actually talk to -​ Mr. Beale’s approach shows
take to make sure your my students. I ask, “What a shift from punishment to
disciplinary actions are happened?” not just “What did support, a key part of
fair and equitable? you do?” There’s always a restorative justice.
reason behind the behavior” -​ It demonstrates how giving
students a voice and context
can reduce disciplinary
actions and build trust.
-​ This contrasts with how
discipline is often handled for
Black students and shows a
positive alternative that I can
include in my project as a
proposed solution.

5. What impact do “It wears them down. They -​ feeling targeted,

repeated suspensions or start to feel like they’re being misunderstood, or unwanted
referrals have on Black targeted, like they don’t have a affects students’ academic
students emotionally place in the school…and start engagement and identity.
and academically? showing up less -​ This reinforces the urgency
of reform and humanizes the
impact of the statistics.
6. What changes would “We need less punishment, This is a clear call to action. Mr.
you like to see in how more healing.” Beale identifies key reforms: shifting
schools approach from punishment to healing,
discipline? “More restorative practices, increasing representation, and
more counselors who look like providing bias training. These ideas
the students, and real training align with best practices in education
for staff on racial bias.” equity work and give my project a
strong solution-focused conclusion.
“Discipline should be about His emphasis on healing underscores
growth, not control.” the need for culturally responsive
discipline systems.

Tsega Girma - Former Administrator, Office of Human Rights and Equity

Questions Tsega Girma Analysis

1. What does the data show “Unfortunately, from what I’ve This connects my project
about disciplinary disparities for seen the data is clear. Black directly to Maryland and
Black students in Maryland? students in Maryland, supports my claim with
particularly boys, are suspended localized evidence. The
at significantly higher rates than emphasis on subjective offenses
white students” shows how racial bias often
hides behind vague rules.
“often for subjective offenses
like ‘disrespect’ or ‘disruption’”

“It’s a consistent pattern across

multiple counties as well”

2. Why do you think these “Policies alone aren’t enough. If This shows that written policies
disparities persist even with the people enforcing them still aren’t effective unless the people
equity policies in place? carry bias, whether conscious or applying them are trained and
not, the outcomes don’t change” aware. It supports my argument
that real change requires
anti-bias training and cultural
shifts within schools.
3. How does your office support “We work with school systems This gives me real-life examples
schools in addressing these to provide equity audits, staff of what’s being done right now. I
issues? training on implicit bias…and can use this to show that the
we push for restorative issue is recognized at the policy
practices” level, and to highlight solutions
like equity audits and restorative
“We are also looking to monitor justice that could be expanded.
complaint data to hold schools
accountable when patterns of
inequity show up”

4. What are the consequences “They lose trust in the system” This response explains why
for Black students who are discipline disparities are not just
disproportionately disciplined? “Kids that come in through the about fairness, they cause real
system with suspensions on their harm. I’m going to use this to
record have also led to academic show how school discipline can
failure, dropout, and contact push Black students into the
with the justice system” school-to-prison pipeline and
long-term disengagement.

5. What are the biggest obstacles “Some educators are afraid of It’s not just ignorance, it’s fear
to creating fairer discipline losing control or don’t fully and lack of resources. I'm going
practices? understand how their actions to use this to strengthen the case
impact students of color.” for investing in professional
development and culturally
“Also, lack of consistent funding responsive systems.
for training and support systems
is a major barrier”

6. What changes would you “I’d like to see every school These specific recommendations
most like to see in Maryland’s embrace restorative justice” are actionable and realistic, and I
schools moving forward? can use them as part of your own
“invest in mental health staff, vision or call to action.
and make racial equity training
mandatory”

“Equity can’t be optional”

Meta Analysis

Source Research Question & Key Findings Analysis

Methodology

U.S. Commission on
Civil Rights – Examined whether Found significant Provides foundational
Maryland SAC Report Maryland’s school overrepresentation of evidence of systemic
(2020) discipline practices Black students in disparities in Maryland,
disproportionately suspensions and supporting the need for
impact students of color expulsions, especially policy reforms and
and those with for non-violent highlighting areas for
disabilities. Utilized offenses. Highlighted further investigation.
public testimony, state systemic civil rights
data, and policy reviews concerns.

Maryland Coalition to
Reform School Analyzed 2023-24 Black students Highlights current
Discipline (2023) suspension and constituted 58% of disparities, emphasizing
expulsion data from the out-of-school the ongoing nature of
Maryland State suspensions and the issue and the
Department of expulsions, despite necessity for immediate
Education. being only 33% of the action.
student population.

University of Maryland
Study (2023) Investigated the Found that 5% of Suggests that targeted
contribution of teachers were professional
individual teachers to responsible for nearly development for
racial disparities in 35% of all referrals, specific educators could
disciplinary referrals. disproportionately significantly reduce
affecting Black and disparities.
Hispanic students.

Maryland State
Department of Assessed removal rates Students with Provides quantitative
Education Report and disparities across disabilities faced data supporting the
(2024) student demographics removal rates 2.67 existence of disparities,
in Maryland schools. times higher than their reinforcing the need for
peers; Black students equitable disciplinary
were also practices.
disproportionately
affected.
Maryland General
Assembly Report Analyzed reportable Black students Reinforces the pattern
(2025) offenses and accounted for 58% of of disproportionate
disciplinary actions by suspensions/expulsions discipline and
race and ethnicity for and 65% of reportable highlights the need for
the 2023-2024 school offenses, despite being systemic change.
year. 33% of the student
population.

REL Mid-Atlantic
Infographic (2025) Provided a visual Black students, boys, Offers a concise
representation of and students with overview of disparities,
discipline disparities disabilities faced higher useful for presentations
across different student rates of disciplinary and raising awareness
groups in Maryland. actions compared to among stakeholders.
their peers.

Maryland State
Education Association Discussed systemic Identified systemic Highlights the broader
(2020) factors contributing to poverty, institutional societal factors
challenging classroom racism, and influencing school
environments and under-resourced discipline, suggesting
discipline issues. communities as key that solutions must
contributors to address systemic
discipline disparities. inequities.