> ## Content Index > Fetch the complete content index at: https://www.smdp.com/llms.txt > Use this file to discover other available public pages before exploring further. # Minorities at top of Santa Monica school suspensions - URL: https://www.smdp.com/minorities-at-top-of-santa-monica-school-suspensions/ - Published: 2002-05-24T15:00:00.000Z - Updated: 2026-10-23T00:18:01.000Z - Author: Andrew Fixmer - Tags: Education, Malibu, #archive-import *Santa Monica schools suspend Hispanic and black students more than any other group.* Last year Hispanic students accounted for nearly half of all suspensions at Santa Monica High School, despite that they make up less than one-third of the total high school population, according to data released by the Santa Monica-Malibu Unified School District’s Student Service’s Department. Black students, who make up only 11 percent of the high school’s student body, accounted for 21 percent of the suspensions. At Lincoln Middle School, black students make up only 8 percent of the student body but the same students were suspended 28 percent of the time. And the school’s Hispanic students were suspended 22 percent of the time even though they only account for 15 percent of the student population. At John Adams Middle School, the student population is 44 percent Hispanic, but the same children constituted 60 percent of the school’s suspensions. Black students were suspended 23 percent of the time, even though they are only 12 percent of the student body. “We are concerned about the data,” said school superintendent John Deasy. “It tells a story and we need to pay attention to what is happening. “I do not believe the district is involved in racial profiling, yet we can do a significantly better job at approaching discipline issues with our non-anglo students,” he said. “I expect individual schools to use this information to craft a portion of their school improvement plans to deal with this issue.” Suspensions are used as a last resort after students have repeated or serious disciplinary infractions, school administrators said. Fighting was the primary cause of suspensions at the all the schools. At the high school there were 98 incidences, while disobedience and possessing controlled substances were a close second with 85 and 64 incidences, respectively. There were seven sexual assaults, 14 robberies and 11 incidences of students bringing weapons to the high school last year. “We need to work harder to create environments where kids don’t feel the need to act negatively,” said Samohi co-principal Mark Kelly. “We need to give them a place where they can act positively and (so) we no longer have to be put into a position to administer consequences.” Over the past three years, data reveals that Hispanic students were increasingly punished at the high school with suspensions — more than any other ethnic group in the high school. Three years ago 123 Hispanic students were suspended, but by 2001 that figure had ballooned almost 16 percent to 146 students. White children, which constitute 49 percent of the high school’s population, accounted for 30 percent of the suspensions. Asians, who make up 7 percent of the student body have 2 percent of the suspensions. At John Adams Middle school, white children constitute nearly 40 percent of the student body but were suspended only 15 percent of the time. And at Lincoln Middle School, white students were suspended 47 percent of the time, while they make up 69 percent of the total student body. Though the school district does not have an official zero tolerance policy, students are automatically suspended and possibly expelled for bringing a loaded gun to school, brandishing a knife, selling illegal drugs or committing a sexual assault or battery. School administrators said more outreach is being made to students to let them know what is acceptable behavior on school grounds. But disciplinary actions are outlined clearly in the educational code. “Each school looks at their own suspension rates,” said Laurel Schmidt, the district’s director of pupil services. “Discipline is a subset of having safe schools. “We want to have a safe environment where everyone can go,” she added. “We want an orderly environment where learning can grow.” A community activist who works closely with Hispanic high school students said they are well aware that their group constitutes the largest segment of suspensions. “Many times certain youth are under a microscope or they feel like they are under a microscope,” said Oscar de la Torre, a youth activist and former Samohi counselor. “Generally speaking, the administration at the high school works extra hard to be fair in how they apply policies across the board,” he said. “I think they attempt to be fair, but as in every system there are flaws and room for improvement. > “I think they attempt to be fair, but as in every system there are flaws and room for improvement.” — — OSCAR DE LA TORRE Youth activist “The data reveals a strong need to assess if institutionalized racism is the culprit in the disparities,” he added. Schmidt said Los Angeles County Office of Education lawyers have held workshops with school administrators on how to discipline students. The training goes beyond instructing them on policy — administrators participate in role-playing and must be able to explain the disciplinary action. The report shows that suspensions are at a three-year low. During the 1999-2000 school year, 353 — or 10.9 percent of the student population — were suspended, compared to 317, or 9.9 percent in 1998- 1999 and 311, or 9.6 percent, in 2000-2001\. The school district does not keep the same detailed information on suspension rates at its elementary schools as it does at the middle and high schools. *Originally published in the Santa Monica Daily Press print edition on May 24, 2002.* [Read the original PDF.](https://s3.us-east-1.amazonaws.com/smdp%5Fbackissues/052402.pdf?ref=smdp.com)