Abstract
This quantitative study explores the relationship between intervention strategies employed in the K-12 school system and involvement with the juvenile justice system. Prior research suggests that the use of law enforcement in schools has resulted in negative outcomes, especially when related to students of color. A secondary analysis of data explored the experiences of students in 40 schools in Virginia relating to exclusionary disciplinary practices related to the appearances of law enforcement officers in K-12 schools and its association with the student’s involvement within the juvenile justice system. Critical Race Theory was utilized as a theoretical lens to understand the multiple ways in which African American youth are subjected to systemically disproportionate disciplinary practices in school and the juvenile justice system. It is expected that a pattern does exist between disproportionate disciplinary practices for students of color and their early involvement with the juvenile justice system. Additionally, it is expected that specific student characteristics and school climates relate to involvement with the juvenile justice system. This research intends to show that schools with a higher percentage of students of color will engage in more criminal disciplinary action than schools with a lower percentage of students of color, resulting in an aggravated flow of these students through the school-to-prison pipeline.