The Maximun Tolerance in High School

1). Four days later, they expelled Taylor for annual and forbade him from be indoctrinate heretoforets or setting foot on school property. Eventually, Taylor appealed the initial one-year expulsion, and the school reduced it to a five-day suspension (M block offoza, 2002, p. 1).

When the incident occurred, Taylor told the principal that he had helped his father confine boxes of his late grandmother's belongings to the Goodwill Super Store in Hurst on Sunday. Mrs. Hess said she had packed the bread wound into a box and put the box in the back of Taylor's pick-up. The knife fell out when Taylor was moving the box (Mendoza, 2002, p. 1). Taylor told the principal that he never even knew the knife was in the back of his truck. Still, on Monday morning school security removed Taylor from his class subsequently a guard saw the non-serrated bread knife with a 10-inch blade in the bed of the Taylor's pick-up (Mendoza, 2002, p. 1).

Before this incident, Taylor was an award-winning natator who had never been in detention and who worked the summer as a lifeguard. He wanted to take flying lessons, and he had been considering attending college, possibly on a swimming scholarship with a major in aeronautical engineering. Taylor Hess' family appeargond to be working- to middle-class. They are albumen, and they abide in the Hurst-Euless-Bedford school district in Hurst, Texas (Mendoza, 2002, p. 1).

After school officials found the knife, they removed Taylor from his regular

Casella notes in At Zero Tolerance that many impoverished, and often minority, students who are suspended or expelled under zilch tolerance policies end up in greater contact with the individuals in their lives who are central to their adjustment and adaptation problems in the first rear (2001, p. 21). The two stories discussed above demonstrate the differential effect that zero tolerance policies can have based on a student's socio-economic background. For example, Casella notes the case of a group of five African-American proud school boys who were arrested for felony assault and lost their right to ride on district school masses after they were throwing peanuts on the school bus and one hit the Caucasian bus driver (2001, p. 6).

The boys lived 30 miles from the school in a poor rural orbit of the Mississippi Delta. They could not get to school and they dropped out. One of them had "A" grades in math and had intended to go to college (Casella, 2001, p. 6). The middle-class Caucasian students in the two cases discussed above, however, had parents who were able to argue on their behalf in school district hearings or hire attorneys to appeal their expulsions. Moreover, in neither case did the students' educational goals suffer because of the incident. These cases, therefore, offer sanitary support for the position that Casella states, that socio-economic factors play an important role in the impact zero tolerance policies can have on students.

For instance, one student could have put the knife in the back of Taylor's truck and then told school officials it was there. If it does not press what the accused student's intent was regarding the "weapon," or how dangerous the weapon really is, good students are in danger of beingness punished for non-offenses in ways that could harm their school careers forever. Clearly, Taylor was not being delinquent when the knife came to be in the pick-up. He was luck his father, taking part in a family activity. He was even helpin
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