A trenchant and wide-ranging look at this alarming national trend, "Disrupting the School-to-Prison Pipeline" is unsparing in its account of the problem while pointing in the direction of meaningful and much-needed reforms. The "school-to-prison pipeline" has received much attention in the education world over the past few years. A fast-growing and disturbing development, it describes a range of circumstances whereby "children are funneled out of public schools and into the juvenile and criminal justice systems." Scholars, educators, parents, students, and organizers across the country have pointed to this shocking trend, insisting that it be identified and understood--and that it be addressed as an urgent matter by the larger community. This new volume from the "Harvard Educational Review" features essays from scholars, educators, students, and community activists who are working to disrupt, reverse, and redirect the pipeline. Alongside these authors are contributions from the people most affected: youth and adults who have been incarcerated, or whose lives have been shaped by the school-to-prison pipeline. Through stories, essays, and poems, these individuals add to the book's comprehensive portrait of how our education and justice systems function--and how they fail to serve the interests of many young people. Following Acknowledgments and the Introduction, Disrupting the School-to-Prison Pipeline (written by the editors), this book is comprised of four parts. Part I, Discipline and Justice in Schools, contains the following chapters: (1) Preventing and Producing Violence: A Critical Analysis of Responses to School Violence (Pedro A. Noguera); (2) Brown Threat 2 Society (Alejandro G. Vera); (3) Newjack: Teaching in a Failing Middle School (Peter Sipe); (4) Against the Pipeline (Robert Wilson); (5) Sound Discipline Policy for Successful Schools: How Redressing Racial Disparities Can Make a Positive Impact for All (Daniel J. Losen); (6) One Month in High School (Seth G. Cooper); (7) "How Can We Hold You?" Restorative Justice in Boston Schools (A Conversation with Curtis Banner, Laurent Bennett, Janet Connors, Sung-Joon Pai, Hilary Shanahan, and Anita Wadhwa); and (8) Education (Elizabeth A. Reid). Part II, Education in Detention, contains the following chapters: (9) Tipping the Balance (Joseph Cambone); (10) Teaching "On the Inside": Lessons for Disrupting the School-to-Prison Pipeline (Douglas W. Price); (11) Applying Universal Design for Learning to the Education of Youth in Detention and Juvenile Corrections Facilities (Joanne Karger, David H. Rose, and Kathleen B. Boundy); (12) Mystory: A Public Educational Experience (Bobby Dean Evans, Jr.); (13) Institutional Racist Melancholia: A Structural Understanding of Grief and Power in Schooling (Sabina E. Vaught); (14) The Birth of Hope: Education Inside and Outside a New Jersey Prison (Michael Satterfield); (15) Participatory Literacy Education Behind Bars: AIDS Opens the Door (Kathy Boudin); and (16) Progress: Education in Prison (Christopher Dankovich). Part III, Transforming the Pipeline, contains the following chapters: (17) Grassroots Organizing and the School-to-Prison Pipeline: The Emerging National Movement to Roll Back Zero Tolerance Discipline Policies in U.S. Public Schools (Kavitha Mediratta); (18) Trouble to Triumph: Fighting for Education Equality as an Incarcerated Youth (Starcia Ague); (19) Restorative Justice Is Not Enough: School-Based Interventions in the Carceral State (Jane Hereth, Mariame Kaba, Erica R. Meiners, and Lewis Wallace); and (20) The Battle (Derek R. Russel). Part IV, Epilogue, contains the following chapter: (21) Editor's Review: What We Can Learn from Five Recent Books about the School-to-Prison Pipeline (Paul Kuttner). Contains the following sections: About the Author; About the Contributors; and an Index.