In regards to the story headlined “Native students get biggest dose of discipline” (Journal, May 15): The statistics compiled of disciplinary actions undertaken by Re-1 elementary schools are raw data.
Yet these statistics were deemed newsworthy (or controversial) enough by the Journal to warrant a front page story above the fold.
This raw data leaves the reader to draw his or her own conclusion of cause.
As public schools have long been inculcated with the twin ideologies of multiculturalism and diversity, I very strongly doubt that latent racism on the part of the teachers or the administration is the correct conclusion.
Without the benefit of Superintendent Carter’s future “additional studies” in hand,
I would have to reckon that the reason Native American elementary school students have been disproportionately disciplined is because these selfsame students commit a disproportionate share of disciplinary problems in school.
Solutions to the problem are debatable, but the Re-1 administration should not adjust disciplinary policies in order to achieve more equitable results based solely on racial identity.
That would be unfair to the teachers and the vast majority of students of all races who need a stable learning environment in which to thrive and succeed.
John Mumaw
Cortez