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Surviving the pipeline: the truth behind the numbers in south LA’s juvenile criminal justice system

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Surviving the pipeline: the truth behind the numbers in south LA’s juvenile criminal justice system

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SURVIVING THE PIPELINE:

The Truth Behind the Numbers in South LA’s Juvenile Criminal Justice System

by

Alysha Conner

https://soiwrite.org/videography/stpdocumentary/

A Dissertation Presented to the

FACULTY OF USC ANNENBERG SCHOOL FOR COMMUNICATION AND
JOURNALISM
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
MASTER OF ARTS
(SPECIALIZED JOURNALISM)

December 2022

Copyright 2022 Alysha Conner

ii

DEDICATION

For every rose birthed from South-Central Los Angeles’s concrete.

Keep defying the laws of nature.

Let knowledge and self-discovery nurture your soul to persevere.

“The Marathon Continues.”
- Nipsey Hussle

iii

ACKNOWLEDGMENTS

I must first thank the person who entrusted me with the vision for this project, God. This
is more than a thesis project. It is the blueprint for a generation's chance of survival. My
hope is that this documentary is a catalyst for not just survival but an unveiling of
suppressed truths to unlock a revolution amongst millennials, Gen Z, and generations to
come. As the war rages on for the fundamental human rights of surviving systemic
oppression, I believe God has entrusted me to be a light and give a glimpse of hope
despite the untreated and misdiagnosed trauma. Give clarity to the years of confusion of
struggle. “The revolution will be televised.”

Secondly, I would like to express my utmost gratitude to my thesis committee for being
my village and helping me up the mountain. Thank you for your patience with me
throughout this process. I initially approached you all with the budding desire to make a
documentary about the school-to-prison pipeline. I understood God’s call to build, but
you all gave me the knowledge and resources to make it happen. I especially want to
thank Dr. Allissa Richardson for taking me under her wing from the beginning. Within
just a year, you have helped me grow into a deeper understanding of what it takes to be
equipped to share our stories.

Last but most certainly not least, to the brave voices in my documentary, the trailblazers
who dedicate their time to combating the school-to-prison pipeline. Thank you for being
the North Star for me to make this film possible.

iv

TABLE OF CONTENTS

Dedication ..................................................................................................................... ii
Acknowledgments ....................................................................................................... iii
Abstract ....................................................................................................................... v
Act I ............................................................................................................................. 1
Introduction: What is the school-to-prison pipeline?

Act II ............................................................................................................................ 9
Context: What systemic elements contribute to the school-to-prison pipeline?

Act III .......................................................................................................................... 22
Conclusion: How can South LA’s youth of color survive the school-to-prison pipeline?

Resources .................................................................................................................. 28

v

ABSTRACT

The 1896 legal doctrine of a “Separate but Equal” society was abolished in
1954 by the Board of Education ruling to integrate the educational system. But sadly,
the discourse of racial superiority and inferiority still trickles in classrooms worldwide.
My awareness of the school-to-prison pipeline became apparent when I worked as a
substitute teacher for Gwinnett County Public Schools from February 2019 to March
2020. As a native of Los Angeles, I was unfamiliar with their school system. To my
unbeknownst, I stumbled into an alternative school called GIVE Center West on
March 13, 2019. And my life has never been the same since.
When I walked into the GIVE Center West main office, I was perplexed as to
why a metal detector was stationed at the end of the hallway. Then shortly after, my
internal question was answered. Students began to tirelessly walk through what
seemed to be their designated main entrance as they proceeded with the same
routine of going through the Transportation Security Administration or being detained
at the police station. The students were in uniform: khaki pants, white or black collared
shirts, solid-colored jackets, and black shoes.
1
I, too, wore a uniform in middle school,
but this was different.
None of the students accessorized their attire. Later I learned that GIVE Center
West forbade clothing with a visible logo, jewelry, colored fingernails, false eyelashes,
makeup, combs, picks, hairbrushes, and even mechanical pencils.
2
I also realized
that the students had no backpacks. They were carrying black and white binders and
sack lunches in a one-gallon clear zip-lock storage bag, water bottle included.

1
“Dress Code / GIVE West Dress Code.” Gwinnett County Public Schools. https://www.gcpsk12.org/domain/1934
2
“Dress Code / GIVE West Dress Code.” Gwinnett County Public Schools. https://www.gcpsk12.org/domain/1934

vi
At lunch, the students were restricted to one side of each picnic-style
rectangular table. Leaving empty rows and little conversations. The students were
also forced to sit at every other seat. Separated but equally confined. After lunch was
the students' supervised restroom break. I was required to stand outside in the icy
Georgia winter, holding the bathroom door open, only to allow two students in at a
time. Although there were more stalls. Then I was told to lock up the restrooms after
everyone was finished because this was the only time they were permitted to go
unless I called the office to request an escort for the student.
It was not until the last period of the school day when I finally asked the teacher
I was co-teaching with, 'What kind of school is this?'
"No one explained to you what this school is?" the teacher asked, both shocked
and concerned.
The teacher waited until all students left for the day. She then explained that the
school was designed as an alternative program for middle and high school students,
and most of the students were on probation of some kind. The Gwinnett InterVention
Education, or GIVE Center opened in 1994. It was created by the Gwinnett County
Board of Education to "serve the educational and behavioral needs of students who
exhibit chronic disciplinary problems at their home schools or who are returning to the
school environment from a juvenile justice facility."
3
According to GIVE Center West's
most recent Accountability Report, from 2019 to 2020, the total school enrollment was
270. 33% of the school's population were African Americans, and 51% were Latinx.
4

3
“History of GIVE Center East and GIVE Center West.” Gwinnett County Public Schools.
http://www.gcpsjobs.org/gcps/wcm/connect/5308f2c4-4629-42ff-b770-b51a5e0958d2/2019-GIVECenter-East-
West.pdf?MOD=AJPERES&CONVERT_TO=url&CACHEID=ROOTWORKSPACE-5308f2c4-4629-42ff-b770-b51a5e0958d2-
mUUdbRa
4
“GIVE Center West Accountability Report.” Gwinnett County Public Schools. https://www.gcpsk12.org/domain/11734

vii

Michelle Alexander, author of The New Jim Crow: Mass Incarceration in the Age
of Colorblindness, said, "We have not ended racial caste in America; we have merely
redesigned it."
5
I continued to teach at the GIVE Centers until March 2020, when I
moved back to Los Angeles. Despite my relocating, my unconventional experiences at
the GIVE Centers haunted me. I became obsessed with understanding how so many
African American and Latino youth could be deemed the "bad kid?" But being newly
back home after seven years reminded me of what it takes to survive the harsh realities
for people of color in LA.
I realized that the contributors to the school-to-prison pipeline had taken place
right in front of my face all along. It was just disguised as an everyday struggle. Through
my discovery, I felt compelled also to educate others through a documentary. I believed
that it was crucial that I chose this format as opposed to text or audio to explain what is
at stake clearly and profoundly. The revolution must be televised.
Resilience, determination, and resourcefulness are, at minimum, required of a
child of color to simply be a child. Black and Brown youth are pawns of the school-to-
prison pipeline because of the inevitable systemic pressures. But as the late Tupac
Shakur said in his "The Rose that Grew from Concrete," poem. Worldwide, Black and
Brown youth are the prolific roses that Shakur’s poem references. The broken systems
are the concrete - and the current demographics of juvenile halls are the damaged
petals.

5
Alexander, Michelle, author. The New Jim Crow: Mass Incarceration in the Age of Colorblindness. New York: New Press, 2010.

1

ACT I: INTRODUCTION
What is the school-to-prison pipeline?

PICTURE AUDIO
VO Dr. David Turner
Clip: “D. Turner 1” (5:42 - 6:20)

Story Blocks: Aerial view of LA and an
LAPD helicopter
Getty Image #1: Students walking
through a metal detector
Archival Image: LA students walking
through a metal detector

Music Starts: “Rose Colored Faith”
“Oftentimes, when we talk about the
school-to-prison pipeline, they frame it as
if schools are just funneling kids to the jail
track. But he said that framing is
incomplete. Because it's not, it's not just
about funneling kids into the jail track. It's
about...”
VO Dr. David Turner
Clip: “D. Turner 1” (5:42 - 6:20)

Black Screen
“...making prisons normal.”

Text: MAKING PRISONS NORMAL
VO Dr. David Turner
Clip: “D. Turner 1” (5:42 - 6:20)

Archival Image: LA students walking
through metal detector
“Right? It's about making the idea of
having police around all the time normal.”

VO Dr. David Turner
Clip: “D. Turner 1” (10:58 - 11:07)

Story Blocks Video: Military shooting M16
“If you can believe it, the LAUSD they
used to have rocket launchers, M16 rifles,
they had weapons of war, right.”
SOT Dr. David Turner
UCLA Chancellor’s Postdoctoral Fellow
Clip: “D. Turner 1” (11:08 - 11:11)
“Now, why would school police need
weapons of war?”
VO Dr. Terrence Fitzgerald
Clip: “T.Fitzgerald” (52:25 - 52:44)

Story Blocks Video: Police handcuffing
Black boy

Archival Image: Police standing outside of
a school with Black students

Black Screen
“Keeping these people within these
communities, people of color, of course,
then we also have the policing of these
individuals. So not only are we isolating,
we're policing you, we're fencing you in,
and we're going to maintain this fence,
through police surveillance.”

Text: POLICE SURVEILLANCE

2
VO Dranae Jones
Clip: “D. Jones 10” (12:30 - 12:44)

Story Blocks Video #1: Panoramic view
inside Alcatraz
“Surviving the school to prison pipeline
means that you actually had to
experience it…”
SOT Dranae Jones
Former LAUSD Teacher & Students
Deserve Teacher Leader
Clip: “D. Jones 10” (12:30 - 12:44)

“... and you didn’t get caught up in it, or
you got caught up in it, but you were able
to move beyond it, or you got caught up
in it, but you were able to move beyond
it.”
SOT Olatunde Kosoko
Social Justice Learning Institute
Educational Equity Regional Manager
Clip: “Tunde 2” (26:32 - 26:47)
“Especially in Los Angeles County, Black
men are the lowest to graduate from high
school.”
VO Olatunde Kosoko
Clip: “Tunde 2” (26:32 - 26:47)

Getty Image #2: Black boys escorted by
police off school bus
“We’re the lowest to retain in college, and
I want to be a part of figuring that out
because so many people have done that
for me.”
Black Screen Text Card: Surviving the Pipeline - A
Documentary by Alysha Conner
Black Screen Text Card: School-to-Prison Pipeline
(verb): The practice of pushing kids of
color from working class neighborhoods,
out of school, and toward the juvenile and
criminal justice systems.
Story Blocks Video: LAPD helicopter

Music Ends: “Rose Colored Faith”
Text Card: 96% of Los Angeles County’s
juvenile detention centers are populated
with African Americans and Latinos.
- The California Legislative Analyst's
Office
Story Blocks Video: LAPD helicopter Text Card: It has been this way since the
early 1900s.
Establishing Shot of SJLI (exterior)

Text Card: The Social Justice Learning
Institute was founded in 2008 as a
reflection of the mass incarceration of
youth of color in L.A. County.
VO Derek Steele
Clip: “DSteele” (41:13 - 41:32)

Establishing Shots of SJLI (interior)
“Our work is to help get folks into a
thriving space, or at least in some level,
like not, not 100% thriving, because that
may be difficult to do, especially if you're
moving from survival to, to thriving, but to

3
a point where you can actually advocate
for yourself, right, and advocate for your
community advocate for those who may
be around you.”
SOT Derek Steele
Social Justice Learning Institute
Executive Director
Clip: “DSteele” (41:34 - 41:45)
“But it can be tough sometimes. Right?
You know, because like, again, that lived
experience does not always lend toward
advocacy and towards change.”
VO Derek Steele
Clip: “DSteele” (40:43 - 40:56)

Walking SQ in SJLI office
“Most times you just live it. And if you’re
in a situation where you're just trying to
survive, you know. You don't necessarily
have the social emotional skills that
actually give voice to what you're
experiencing and what’s going on.”
VO Derek Steele
Clip: “DSteele” (16:59 - 17:12)

Walking SQ in SJLI office

“The foundation of the organization is
built in our work that we're doing in
schools with youth, particularly through
our flagship program, the Urban Scholars
Program. The Urban Scholars Program
was built to interrupt the school to prison
pipeline. ”
VO Derek Steele
Clip: “DSteele” (17:15 - 17:34)

Archival Footage: SJLI approved images
Getty Image #3: Black graduation

“And how are we doing that? Well, we
knew that just by getting students to
graduate high school, you're lowering the
recidivism rates for those who may be
already in touch with the system and also
those who could be on the path towards a
few courses and adjacent by 90 percent
just by getting them to graduate from high
school.”
Story Blocks Video #1: LAPD SUV
Patrolling Beach
Text Card: African American and Latinx
youth are far more likely to be suspended
from school than their white peers.
Students who are suspended for at least
10 days are less likely to graduate and
more likely to be incarcerated by their
mid-20s. – EdSource
VO Dr. Terrence Fitzgerald
Clip: “T. Fitzgerald” (1:02:31 - 1:02:42)

Getty Image #4: Inmates inside prison
Getty Image #5: School police in hallway
Story Blocks Video: Students walking
down school hallway
“When they're looking at graduation rates,
when they're looking at expulsions,
looking at involvement with the criminal
justice, it does have an influence on
policies and funding for prisons.”

4
Story Blocks Video #1: School hallway
Story Blocks Video #2: Prison exterior
Text Card: Only 20% of California
inmates demonstrate a basic level of
literacy. – Stanford Graduate School of
Education
Story Blocks Video: Prison exterior Text Card: The average offender reads at
an eighth-grade level. – Stanford
Graduate School of Education
SOT Dr. Terrence Fitzgerald
USC School of Social Work Professor
Clip: T. Fitzgerald” (1:03:14 - 1:03:20)

“They're looking at the scores of state
standards, and those state standards of
those children, you know, are broken
down by race.”
VO Dr. Terrence Fitzgerald
Clip: T. Fitzgerald” (1:03:36 - 1:03:59:03)

Getty Image #6: Students of color
graduating
Getty Image #7: Black boy getting
handcuffed while walking on plane
Archival Image: LA Juvenile Hall
“Research has shown those kids who are
reading below, they're using that
particular data than to give justification for
money that will be funded for the
development of prisons or prisons for
profit, prisons that are not operating...”
SOT Dr. Terrence Fitzgerald
USC School of Social Work Professor
Clip: T. Fitzgerald” (1:04:00 - 1:04:05)
“...from the government, but are being
paid to the government, because it's an
outside entity, their own company.”
Black Screen Text Card: California’s 2021 ‑22 budget
provides $17.3 billion for judicial and
criminal justice programs. This is an
increase of $2.3 billion from the 2020 ‑21
budget. - The California Legislative
Analyst's Office
Story Blocks Video: Aerial Footage of Los
Angeles
Text Card: California spends on average
$14,174 per student, which is $940 below
the national average of $15,114.
- EdSource
Story Blocks Video: Aerial Footage of Los
Angeles (continued)
Text Card: Over the past two decades,
California’s spending per prisoner has
increased nearly three times faster than
spending per student. - Stanford
Graduate School of Education
VO Dr. David Turner
Clip: “D. Turner 1” (13:05 - 13:14)
Clip: “D. Turner 1” (13:00 - 13:03)

Establishing Shots: UCLA BLDG
(exterior)

Music Starts: “Respire”
“Education, and the growth of critical
consciousness, knowing our history,
knowing our identity, knowing how to read
and write. That has always been for Black
folks as a tool for our ultimate liberation.”

5
SOT Dr. David Turner
UCLA Chancellor’s Postdoctoral Fellow
Clip: “D. Turner 1” (14:21 - 14:28)
Music Stops: “Respire”
“It was illegal to read and write. Like
these books that are behind me, if I was
caught with these in 1850, I would be
killed.”
VO Dr. David Turner
Clip: “D. Turner 1” (17:01 - 17:20)

Archival Image: Emancipation Meeting
Archival Footage: Redlining Map Graphic
Music Starts: Negro Spirituals
“The connection between enslavement
and the school-to-prison pipeline is that
again there is this need to try to control
and manage communities of color.
Because it’s not about always trying to
destroy communities because you need
somebody to exploit.”
VO Dr. David Turner
Clip: “D. Turner 1” (17:29 - 17:35)

Archival News Footage: School
segregation

Music Ends: Negro Spirituals
“Somebody got to take those jobs at
these other places. So, they have to
funnel certain people into those jobs.”
VO Dr. David Turner
Clip: “D. Turner 1” (17:39 - 17:50)

Archival Images: Black boys in LA County
Juvenile Hall
“That’s where the tracking systems come
in because they’re created to ensure that
certain people have certain types of jobs
in a larger political economy like the
United States.”
SOT Dr. David Turner
UCLA Chancellor’s Postdoctoral Fellow
Clip: “D. Turner 1” (17:51 - 17:56)
“Now for the people who don’t fit a certain
criteria, they dispose of you. That’s where
the jail part comes in.”
SOT Derek Steele
SJLI Executive Director
Clip: “D. Steele” (43:40 - 43:41)
“What is that pipeline for white students'
lived experience?

VO Derek Steele
Clip: “D. Steele” (43:52 - 44:33)

Getty Image #8: White students at school

Archival Footage: School integration
demonstration video

Getty Image #9: Elizabeth Eckford

Montage: The Great Wall of Crenshaw
Wall

Music Starts: African Drums
“You have a lot of resources that already
lent towards their experience, a lot of
things they don't ever even have to
acknowledge, because the deficit piece of
it is not built towards them. It’s built
towards us, right? So, when you start to
look at our lived experience and the
pipeline that exists there. It’s disjointed.
It’s broken. There are pipes that go down
pipes that go up. And you have to know
the map in order to navigate the thing.
Like, what would it look like? If you have
a pipeline and it's actually solid from high
school graduation all the way into young
adulthood?”
VO Dr. Terrence Fitzgerald
Clip: “T. Fitzgerald” (1:00:19 - 1:00:29)
“It is this continued fight for equality.
Brown versus Board of Education was

6

Montage: The Great Wall of Crenshaw
Wall (continued)
supposed to be only the starting point.
There was supposed to be other actions
afterward.”
Montage: The Great Wall of Crenshaw
Wall (continued)
Text Card: “Brown v. Board of Education
was passed in 1954.” – Library of
Congress
Montage: The Great Wall of Crenshaw
Wall (continued)

Text Card: “It ruled that racial segregation
in public schools violated the 14
th

Amendment.” – Library of Congress
Montage: The Great Wall of Crenshaw
Wall (continued)

Music Ends: African Drums
Text Card: “L.A. County didn’t integrate
its schools until 1970. Almost 20 years
after the ruling.” – CSU Northridge
University Library
VO Dr. Terrence Fitzgerald
Clip: “T. Fitzgerald” (1:00:43 - 1:01:15)

Archival Images: Montage of
desegregation

Music Starts: “Sad Cop Story”
“But even during that there was periods
where people were rejecting integration
and starting this setting up new schools,
and we see it now. Charter School here
charter school here. This community
decided to start more homeschooling,
private school access, raising the tuition,
you know, that certain people can't afford
this tuition. Oh, but we'll offer a couple
scholarships, though, to show that we're
open to having, you know, people who
are who are less make or lower on the
level of SES?”
SOT Dr. Terrence Fitzgerald
USC School of Social Work Professor
Clip: “T. Fitzgerald” (1:01:16 - 1:01:28)
“No, it's still the same game. Still
separation, it's still us versus them, as it
relates to opportunities and resources.”
“California Dreaming” Mural SQ Text Card: Former President Nixon
declared a “War on Drugs” in 1971…
– Drug Policy Alliance
“California Dreaming” Mural SQ Text Card: … After the uprising of the
Black Power Movement in the late 1960s.
– Drug Policy Alliance
“California Dreaming” Mural SQ

Music Ends: “Sad Cop Story”
Text Card: Nixon’s “War on Drugs” was
created one year after L.A. County
schools became integrated.
VO Archival Jesse Jackson Speech
“California Dreaming” Mural SQ
“The War on Drugs…
SOT Archival Jesse Jackson Speech
War on Drugs Black Forum
Getty Image #10: Policing around LA
“...has not failed to achieve its purpose. It
was politically inspired to arrive at a given
conclusion.”

7
SOT Richard Nixon Presidential Address
Archival Video
“In referring to budget cuts there is one
area where I ordered an increase, rather
than a cut. And that is a request…”
VO Richard Nixon Press Archival Video
Getty Image #10 (continued): Policing
around LA
“...for those agencies with the
responsibility for law enforcement.
SOT Richard Nixon Presidential Address
Archival Video
“We’ve heard a great deal of overblown
rhetoric during the 60s, in which the word
war has perhaps too often been used.
The war on poverty, the war on misery,
the war on disease, the war on hunger.
But if there is one area where the word
war is appropriate…”
VO Richard Nixon Press Archival Video

Getty Image #10 (continued): Policing
around LA
“It is the fight against crime. We must
declare and win the war against the
criminal element which increasingly
threatens…”
SOT Richard Nixon Presidential Address
Archival Video
“... our cities, our homes, and our lives.”
SOT Archival Jesse Jackson Speech
War on Drugs Black Forum
“Blacks are the collateral damage if not
the direct object …”
VO Archival Jesse Jackson Speech
War on Drugs Black Forum

Getty Image #10 (continued): Policing
around LA

Getty Image #11: Prison yard
“... of the drug war. The nation’s war on
drugs unfairly targets African Americans.
This is government sponsored terrorism.
Number two this has raised the price on
Black existence. It has raised the price on
Black existence. Three, it is an attack on
the Black family. Four, it has destroyed a
generation. Five, the least users paid the
most price because of race. Those with
money and attorneys paid the least price.
Those without attorneys remain behind
bars.”
SOT Archival Jesse Jackson Speech
War on Drugs Black Forum
“The father of the jail industrial complex,
The Correction Corporation of America,
stock exchange today. Money is being
made even as we talk. This is not back in
the day. This is today.”
VO Dr. David Turner
Clip: “D. Turner 1” (4:17 - 4:45)
Clip: “D. Turner 1” (5:42 - 6:20)

Getty Image #12: Crack epidemic in LA
UCLA BLDG SQ

“We’re coming off the heels of the crack
epidemic, coming off the heels of the War
on Gangs. You have all these remnants
of these policies that were meant to just
try to control people. Damien Sojoyner, a
scholar at the University of California,
Irvine, has this book called First Strike:
Educational Enclosures in Black Los

8

Music Starts: “Sad Cop Story”
Angeles. He talks about how, you know,
oftentimes when we talk about the school
to prison pipeline, they frame it as if
schools are just funneling kids to the jail
track.”
SOT Dr. David Turner
UCLA Chancellor’s Postdoctoral Fellow
Clip: “D. Turner 1” (5:42 - 6:20)

“But he said that framing is incomplete.
Because it's not, it's not just about
funneling kids into the jail track.”
VO Dr. David Turner
Clip: “D. Turner 1” (5:42 - 6:20)

Getty Image #13: Cops search locker
“It's about making prisons normal. Right?
It's about making the idea of having
police around all the time normal.”
VO Dr. David Turner
Clip: “D. Turner 1” (10:58 - 11:07)

Getty Image #14: LAUSD police car
Story Blocks Video: Police shooting M16
“If you can believe it, the LAUSD they
used to have rocket launchers, M16 rifles,
they had weapons of war, right.”
SOT Dr. David Turner
UCLA Chancellor’s Postdoctoral Fellow
Clip: “D. Turner 1” (11:08 - 11:11)
“Now, why would school police need
weapons of war?”
VO Dr. David Turner
Clip: “D. Turner 1” (11:38 - 11:53)

UCLA BLDG SQ

Music Ends: “Sad Cop Story”
“I think the important thing is to remember
that, you know, as we continue to
organize, and continue to try to change
these systems, right, like to make sure
that we're building up the alternative, so
that way, they don't try to rely on
something else.”

9
ACT II: CONTEXT
What systemic elements contribute to the school-to-prison pipeline?

PICTURE AUDIO
SOT Derek Steele
SJLI Executive Director
Clip: “DSteele” (18:09 - 18:17)

Music Starts: “Tales of the Deep”
“We don’t just work with the talented
tenth. We’re actually working with the
other 90 percent of students who don't
have wraparound support or access
points toward that in.”
VO Derek Steele
Clip: “DSteele” (18:18 - 18:46)

SJLI Office SQ
Archival Footage: SJLI approved

“We’re helping with credit deficiencies.
We’re dealing with students that may
have behavioral issues, we’re dealing
with chronic absenteeism, and helping
them understand the world around them
through the curriculum we have at urban
scholars. You know, to change their
mindset. Give them a community to be a
part of. Also teaching them about career
and college pathways and how that can
be beneficial for them to be on par for
their life course outcomes.”
VO Derek Steele
Clip: “D. Steele” (20:05 - 20:27)

Montage Establishing Shots: SJLI Office
(interior)

“And we’re doing it in classrooms every
single day with our Urban Scholars class
that they actually get to take as a credit
towards their graduation. It’s pretty cool to
have a team that’s out in the field doing
that work each and every day with our
youth. And having those young men,
because we work specifically with young
men, actually...”
SOT Derek Steele
Clip: “D. Steele” (20:29 - 20:33)
“... understand it, graduate, do other
things, and come back to be a part of it.”
VO Olatunde Kosoko
Clip: “Tunde 5” (5:06 - 5:21)

Walking into SJLI Office SQ
“I’ve been here since July 12th, 2017, it is
now March 7th, 2022.”

SOT Olatunde Kosoko
SJLI Educational Equity Regional
Manager
Clip: “Tunde 5” (5:06 - 5:21)

“Wow, 5 years in the game. And at this
point I’m the Educational Equity Regional
Manager.”
VO Olatunde Kosoko
Clip: “Tunde 5” (5:25 - 5:37)

Walking inside SJLI Office SQ
“It’s a lot of words to say I am in control,
or I am responsible rather of the
outcomes for several program sites and
staff members.”

10
SOT Olatunde Kosoko
SJLI Educational Equity Regional
Manager
Clip: “Tunde 6” (28:00 - 31:00)
“So, the way that our program works is,
we go into schools.”
VO Olatunde Kosoko
Clip: “Tunde 6” (32:00 - 38:10)

Inside SJLI office SQ
“At this point of time we are in about 23,
24 schools in Los Angeles County.”
Inside SJLI office SQ (continued) Text Card: The Social Justice Learning
Institute’s Urban Scholars Program
operates out of 23 public schools
across LA County.
Fade to black. Text Card: Tunde manages 11 school
sites.
VO Olatunde Kosoko
Clip: “Tunde 3” (0:19 - 0:48)

Walking to car SQ

Driving to MHS SQ

Music Ends: “Tales of the Deep”
“I'm responsible for the outcomes of all of
the sites in my given region. So, I have a
team of six potentially expanding to eight.
My team are stationed at Morningside,
but I come through every now and then
and you know, talk to students. And it
feels good because for a good time I
wanted to work at Morningside, for a
good time.”
VO Olatunde Kosoko
Clip: “Tunde 3” (5:09 - 5:15)

MHS parking lot SQ

“I think a hallmark of Morningside is that
this is a beautiful, lush campus. You
know, it was expanse. There was
conversations about how it's supposed to
be a community college. Okay, cool. But
we here now. So, it was all it was all of
these things. And it was it was very
beautiful man. It was exciting. It was fun.
It was, there was never not nothing to do.
You know, like, at lunch you’re either
hanging with people on a baseball field,
or maybe you cool, so you went up in
front of the D buildings, in front of the
cafeteria, or you in that area, or you at the
basketball court. And I don't know if that's
the same experience. Yeah, yeah.”

11
VO Gabriel Griego
Clip: “Griego 1” (27:23 - 27:46)
Clip: “Griego 1” (27:58 - 28:16) (28:59 -
29:13)
Clip: “Griego 1” (29:19 - 29:44)

Establishing shots of MHS
Music Starts: “Secrets of the Earth”
“Unfortunately, you know, we have kids
that aren’t born into the best
environments right. Or the parents you
know are maybe involved in gangs,
involved in drugs, and might be a single
parent that just, you know, has to work all
the time, never home.”
VO Gabriel Griego
Clip: “Griego 1” (29:45 - 30:08)

Walking SQ around MHS campus

“When it's that situation where the kid is
going to follow in that footsteps where
they're going to get involved with the
drugs, involved with gangs, and it's going
to be really tough to try to change that
right. You know, that's when maybe an
outside mentor or…”
SOT Gabriel Griego
Morningside High School Principal
Clip: “Griego 1” (29:45 - 30:08)
“Hopefully, there's people in the
community that can help them survive,
just to get a job someday.”
VO Gabriel Griego
Clip: “Griego 1” (29:45 - 30:08)

Griego SQ MHS main office
“Even if they don't graduate from high
school, but just to, you know, be able to
be a decent citizen, hopefully, they get
that support.”
VO Olatunde Kosoko
Clip: “Tunde 2” (26:08 - 26:47)

Walking out of MHS SQ
Music Ends: “Secrets of the Earth”
“I feel that I’m in the right place doing the
work that I do, working with Black men
specifically.”

VO Olatunde Kosoko
Clip: “Tunde 2” (26:08 - 26:47)

Parking car at SJLI office SQ

Music Starts: “Slow Currents”
“And I understand the need to work with
black women. And I'm hoping that we can
get to that place. But I do understand also
that especially in Los Angeles County,
Black men are the lowest to graduate
from high school. We’re the lowest to
retain in college, and I want to be a part
of figuring that out because so many
people have done that for me.”
Walking into SJLI office SQ

Text Card: In 2020, only 40% of Black
graduates and 54% of Latinx graduates
met the A-6 course requirements for UC
and CSU eligibility.” - The Campaign for
College Opportunity
VO Olatunde Kosoko
Clip: “Tunde 2” (32:44 - 33:03)

Walking into SJLI office SQ (continued)
“And I tell this to the staff all the time.
Sometimes I go above and beyond. But
that is just because I understand
intimately that like doing what I think is
necessary for this student…”

12
SOT Olatunde Kosoko
SJLI Educational Equity Regional
Manager
Clip: “Tunde 2” (33:04 - 33:07)
“Is what it will take to change the
trajectory of their life. Because that’s what
happened to me. On several occasions.”
VO Gabriel Griego
Clip: “Griego 2” (7:13-7:23)

Establishing shot #1: MHS exterior
Establishing shot #2: MHS exterior
“The students that come to Morningside
are your local kids here, they've also
walked to and from school, some stuff,
they dropped off, or picked up to and from
school.”
VO Gabriel Griego
Morningside High School Principal
Clip: “Griego 2” (7:26-7:39)

Montage establishing shots of MHS
(exterior/interior)

Walking SQ around MHS
“We have the kids that that whether their
parents want their kids go to Morningside
because maybe they went to Morningside
or post school, but we know we lose a lot
of kids is they'll go to a charter school,
they'll go to a private school.”
VO Gabriel Griego
Morningside High School Principal
Clip: “Griego 2” (0:18 - 0:39)

Montage establishing shots of MHS
interior

Music Ends: “Slow Currents”
“Right now, it's predominantly Latino
American. I think it's like 75% Latino
American and 25% African American,
which has been a shift over the years. I
know that when I was here, 21 years ago,
here at Morningside it was 50/50.”
Establishing shots of MHS interior

Music Starts: “Unspoken”
Text Card: The “Great Migration” of
African Americans took place between
the early 1900s through the 1970s.
– The U.S. National Archives and
Records Administration
Establishing shots of MHS interior Text Card: Several African Americans
migrated to California with the hope to
escape the racial violence of the South. –
The U.S. National Archives and Records
Administration
Establishing shot of MHS (continued) Text Card: But, then were redlined to the
communities that people of color
predominantly occupy today. – The Los
Angeles Almanac
Establishing shot of MHS (continued) Text Card: Like… Watts, Compton, the
Crenshaw District, and Inglewood.

Archival Image: MHS in 1960s Text Card: “White Flight” was the era
when white Californians moved to
suburban districts between 1960s and
1980s. – The Journal of Urban History

13
VO Dr. Terrence Fitzgerald
USC Professor
Clip: “T.Fitzgerald” (51:38 - 52:44)

Getty Image #15: The Great Migration

Archival Footage: Housing segregation
montage

Getty Image #16: Housing integration
protest

“Realtors, segregating or choosing to
enforce these sorts of unwritten laws
about where people of color can and can't
live, is part of what keeps people in these
communities.”

“To isolate individuals from the majority of
white people who saw living with these
individuals as less than. Also living with
these individuals would bring forth all of
those negative stereotypes and false
narratives of these people. Violence,
depravity, education system would go
down, drugs, all of these things.”

“So, keeping these people within these
communities, people of color, of course,
then we also have the policing of these
individuals.”
SOT Dr. Terrence Fitzgerald
USC School of Social Work Professor
Clip: “T.Fitzgerald” (51:38 - 52:44)
“So not only are we isolating, we're
policing you, we're fencing you in...”
VO Dr. Terrence Fitzgerald
Clip: “T.Fitzgerald” (51:38 - 52:44)

Getty Image #12 (continued): Crack
epidemic arrest in LA
“... and we're going to maintain this fence,
through police surveillance.”

“If I'm used to you being here, as not one
to protect me. One to survey me, one to
arrest me, one to possibly kill me…”
Getty Image #17: Rodney King interview Getty Image #17: Rodney King interview

VO Dr. Terrence Fitzgerald
Clip: “T.Fitzgerald” (51:38 - 52:44)

Getty Image #12 (continued): Crack
epidemic arrest in LA
“It influences the way I see you and your
job. So, then we have these negative
interactions, which create opportunities
for something to go wrong, and people to
end up in jail.”
VO Derek Steele
Clip: “D. Steele Interview” (22:20 - 22:30)

Getty Image #12 (continued): Crack
epidemic arrest in LA
Getty Image #18: LA Juvenile Hall
“There's a lot of things that disrupt the life
course outcomes of these youth. And you
know, a lot of it is not their fault, either.”

SOT Derek Steele
SJLI Executive Director
Clip: “D. Steele Interview” (22:30 - 22:39)
“Like, they didn't choose what family they
grew up in, or that they were born into.
They didn't choose what neighborhood
they were born into, or the lack of
resources that were there.”

14
VO Derek Steele
Clip: “D. Steele Interview” (22:40 - 23:16)

Archival Footage: African American youth
escorted into juvenile hall

“But those things and those items and the
lack that may actually have direct impact
into their life course outcomes, their
school readiness, their graduation rates,
their opportunities for transformational
education experiences.”

“But that also ties into their social
dynamic, right? Like if I am forever in this
space, where there's this vicious cycle of
that I can't get out of my social emotional
response to that, I may not have the
language because I was never taught the
language to actually speak about it.”
Establishing shot of MHS (interior)

Text Card: In 1978, Prop. 13 was passed,
which capped property taxes in California.
That meant a big reduction in tax
revenue. – The California Legislative
Analyst’s Office
Text Card: California went from having
some of the highest per student funding
of schools — to among the lowest in the
nation.
VO Howard Jarvis Speech at Prop. 13
Debate

Archival Image: Howard Jarvis Prop. 13
Rally
“I would like to say first, we have some
good news. This last week when three of
the most noted ten economists…”
SOT Howard Jarvis Speech at Prop. 13
Debate
“... and tax experts in the United States:
Milton Friedman, Dr. Neil Jacoby.”
VO Howard Jarvis Speech at Prop. 13
Debate

Archival Image of Dr. Neil Jacoby
“Dean of taxes and economics at UCLA.”

SOT Howard Jarvis Speech at Prop. 13
Debate
“And Dr. Arthur Laffer…”
VO Howard Jarvis Speech at Prop. 13
Debate

Archival Image of Dr. Arthur Laffer
“Tax expert and economist at USC. Have
all come out in national publications and
endorsed proposition 13.”
SOT Howard Jarvis Speech at Prop. 13
Press Conference

“The Black and the Brown are the biggest
beneficiaries of 13. They’re the biggest
beneficiaries of 13 because unfortunately
they make less money than other people.
And it’s harder for them to pay high rents.

15
And it’s harder for them to pay for houses
and pay taxes.”
SOT Archival Video: “Impact of
Proposition 13 on the Chicano
Community 1978”
Clip: 0:27 - 1:02
“Because of the devastating effect on…”

VO Archival Video: “Impact of Proposition
13 on Chicanos 1978”
Clip: 0:27 - 1:02

Archival Image: Compton school in 1972
“...the Hispanic community and not only
to the tremendous amount of…”
SOT Archival Video: “Impact of
Proposition 13 on Chicanos 1978”
Clip: 0:27 - 1:02
“Chicano or Latino employees who will be
laid off…”

VO Archival Video: “Impact of Proposition
13 on Chicanos 1978”
Clip: 0:27 - 1:02

Archival Image: Latinx board meeting
“...as a result of the passage of 13. But
also, the impact on the bilingual services
to the community. We…”
SOT Archival Video: “Impact of
Proposition 13 on Chicanos 1978”
Clip: 0:27 - 1:02

Music Ends: “Unspoken”
“... very strongly feel that bilingual abilities
is a particular skill and one very much
needed especially in Los Angeles
County.”
SOT Archival Video: Stan Chamber
Channel 5 News Anchor at City Council
Chambers in 1978
Clip: 1:54 - 2:19

Music Starts: “Phase One”
“In his speech this morning Mayor
Bradley hammered home the message.
The city would lose some $234 million
because of Jarvis. That’s about one
fourth of the entire revenue of the city. He
called for the departments to take
cutbacks from 17 to 30 percent. And the
budget calls for the layoff of as many as
8,000 people.”
SOT Archival Video: Tom Bradley 1978
Speech on Impact of Prop. 13
Clip: 3:28 - 4:07
“We have assumed that we would get our
pro-righted share of one percent of the
property tax…”
VO Archival Video: Tom Bradley 1978
Speech
Clip: 3:28 - 4:07
Audience reactions during speech
“...mandated by proposition 13. But there
has been some discussion in Sacramento
to the effect that…”
SOT Archival Video: Tom Bradley 1978
Speech on Impact of Prop. 13
Clip: 3:28 - 4:07
“... the schools and the counties would
get that money. And in fact, last week, by
24 to 20 votes of a caucus session…”
VO Archival Video: Tom Bradley Speech
Clip: 3:28 - 4:07

“... the decision was made that no city in
California would get any portion of that

16
Audience reactions during speech one percent. So, we believe we are
entitled. It's a matter of right.”
SOT Archival Video: Tom Bradley 1978
Speech on Impact of Prop. 13 (UCLA
Archives)
Clip: 4:14 - 4:2
“Further bad news…”
VO Gabriel Griego
Clip: “Griego 2” (17:42 - 18:08)

MHS campus establishing shots montage

Walking SQ around MHS campus
“Nowadays, or the history of education,
it's always been the teacher did a little bit,
the counselor did a little bit, the
administrator did a little bit. We all have a
lot of responsibilities that we're doing.
Let's get someone that just concentrates
on that. They have their caseload. They
follow along, they work with those kids
throughout the year.”
SOT Gabriel Griego
Morningside High School Principal
Clip: “Griego 2” (17:42 - 18:08)
So those are the things that that because
of Prop 13…”
VO Gabriel Griego
Clip: “Griego 2” (18:08 - 18:27)

Archival Footage: Montage of Prop. 13

“... less money coming tax money coming
into the education, that they were not able
to do get a lot of that. So, it comes down
to just having your teachers, having your
counselors, having your custodians,
having your base amount of people to run
a school. And those extra support people,
they're not necessarily going to be funded
in a lower social disadvantaged
community like Inglewood.”
SOT Gabriel Griego
Morningside High School Principal
Clip: “Griego 2” (18:28 - 18:31)

Music Ends: “Phase One”
“You go to a different community; they're
taking care of one way or another.”
VO Olatunde Kosoko
Clip: “Tunde 3” (22:04 - 22:08)

SJLI office SQ
“Whenever we have our class, a lot of
students they like, oh, this my favorite
class.”
SOT Olatunde Kosoko
SJLI Educational Equity Regional
Manager
Clip: “Tunde 3” (22:04 - 22:08)
“For the same experience that I had when
I first got into a Pan African Studies class.
Are you telling me my lived experiences
enough?”
VO Olatunde Kosoko
Clip: “Tunde 3” (22:04 - 22:08)

SJLI office SQ

“You telling me I can just tell you some
stuff that happened to me yesterday to
me and homies that I thought was just
crazy and insane. But you know, as
normal, but you're saying like, no, it's not

17
SJLI approved archival images

Music Starts: “Get It Goin’”
normal. And I can talk about that in the
class. Wow. And the way in which we
maneuver in organizations, we identify
leaders. So typically, you know, the
troublemakers in other classes. We like,
nah, bro. We pull them to the side and be
like, hey you don't even recognize, but
when you speak everybody, listen. That's
a skill. Not everybody can do that. And
we position those students to be like,
okay, cool, what's your experience.”
SOT Olatunde Kosoko
SJLI Educational Equity Regional
Manager
Clip: “Tunde 3” (25:23 - 25:50)

“And they love it. They be eating it up.
They be like, and then this happened. But
those are the moments, man.”
VO Olatunde Kosoko
Clip: “Tunde 2” (33:32 - 33:51)

Driving in Inglewood SQ

Music Ends: “Get It Goin’”
“So, it takes going above and beyond, like
you can't do anything standard, especially
when you working with black man, you
can't do anything standard. Because the
baseline in which we're doing stuff is at a
deficit of black man, at a deficit.”
VO Gabriel Griego
Morningside High School Principal
Clip: “Griego 2” (7:44 -7:52)

MHS establishing shots of campus SQ
Music Starts: “Quiet Storm’”
“We're a little bit above 500 students,
which is, you know, 21 years ago, we
were at 1500. So, we lost 1000 at that
time.”
SOT Gabriel Griego
Morningside High School Principal
Clip: “Griego 2” (11:20 - 11:32)
“My expectation next year, we're
supposed to project to the 412 kids. I
mean, usually that's wrong when they
send their projections. But that's what
they're telling me now.”
VO Gabriel Griego
Morningside High School Principal
Clip: “Griego 2” (1:40 - 1:54)

MHS establishing shots of campus SQ

SoFi Stadium establishing shot
“I know that right now with all that's
happening around Morningside with the,
with the stadium that was built, I
understand the homes now the prices are
going up, and it's kind of pushing people
out and gentrification, like, they coming
into this area as well.”
VO Eddie Conner
Clip: “E. Conner 1” (3:06 - 3:58)

SoFi Stadium establishing shot
“I've seen Morningside produce a lot of
good students from here. And the only
bad thing that I can say it's the enrollment
has dropped tremendously.”
SOT Eddie Conner “When I first started at Morningside back
in 2000, we had close to 1400 students

18
Morningside High School Educator of 21
Years
Clip: “E. Conner 1” (3:06 - 3:58)
here. And now we're down to right around
600.”
VO Eddie Conner
Clip: “E. Conner 1” (3:06 - 3:58)

Establishing Shot: MHS campus
Establishing Shot: Inglewood stadiums
“A lot of the students have gone to
charter schools. And now that the sofa
stadium is here, some a lot of them
moved out of the area because the rent
increases, forced them out. And then not
only that, with the clipper stadium coming,
clip a stadium took over a lot of areas
where there was residents as well. And
so that was another problem which had
people to relocate.”
SOT Olatunde Kosoko
SJLI Educational Equity Regional
Manager
Clip: “Tunde SQ 45”

Music Ends: “Quiet Storm”
“I feel like all of the high schools in
Inglewood should be able to play
basketball at this new arena that they
built. Like it should not be weird for high
schools in Inglewood to play basketball
here. Same thing for football. I feel like
the students that play football should be
able to practice at the SoFi Stadium.
You’re taking up our community space,
what can a community do? How do we
have access too? And as long as you do
right by the community members, I have
no issue.”
VO Olatunde Kosoko
Clip: “Tunde SQ 45”

Establishing Shot: Inglewood stadiums

“But I do have those experiences to know
that y’all wasn’t doing none of this until
the SoFi Stadium was built. Until millions
of dollars were talked about being
brought here.”
VO Gabriel Griego
Morningside High School Principal
Clip: “Griego 1” (21:14 - 21:40)

Establishing shots of MHS interior

MHS main office SQ
“I've been to a lot of districts mostly
working with students of color working
with minority students, which I've always
wanted to, and to be a reflection and see
all I could help. I started as a recreation
leader, and I worked at a really tough
park. And there was a youngster, you
know, was on my team, really good
player, you know, but his mom, his mom
was always high at the park, and…”
SOT Gabriel Griego
Morningside High School Principal
Clip: “Griego 1” (29:19 - 30:18)
“… he would see that. He would finish
practice and then his mom was over there
hanging out, getting high. And sure
enough…”

19
VO Gabriel Griego
Morningside High School Principal
Clip: “Griego 1” (29:19 - 30:18)

Getty Image #10 (continued): Policing
around LA
“He ended up living that route, got into a
gang, and right now he’s locked up. He
never had a chance. He was brought up
by the grandma, but he still saw his
home. Kid never had a chance. So, as he
went to my practice for two hours, then he
went to home for six hours or eight hours.
And that wasn’t always the best
environment. So, he just went through
that pipeline, because he didn't have
anything else that could take him really
away, even with him living with his
grandmother. If they don't have the
parent involvement, or somebody that he
can really click to, it's gonna be tough for
those kids.”
VO Dr. Terrence Fitzgerald
USC Professor
Clip: “T. Fitzgerald” (1:21:09 - 1:21:35)

Getty Image #19: Police questioning
African American youth in LA

“So, we all know that the whole
conversation and legislation that came
from the federal government throughout
states about this, you know, the super
predator. It was like a rock being thrown
into a river. And the ripples just continued
on.”
SOT Hillary Clinton Superpredator
Archival Video
“But we also have to have an organized
effort against gangs. Just as the previous
generation we had an organized effort
against the mob. We need to take these
people on. They’re often connected to big
drug cartels. They are not just gangs of
kids anymore. They are often the kinds of
kids that are called superpredators. No
conscious. No empathy. We can talk
about why they ended up that way, but
first we have to bring them to heal. And
the president has asked the FBI to launch
a very conservative effort against gangs
everywhere.”
Black Screen Text Card: In 1994… AB560 was passed
to allow children ages 14 and 15 years
old to be tried and sentenced as adults in
California. – The San Francisco Chronicle
SOT Dr. Terrence Fitzgerald
USC School of Social Work Professor
Clip: “T. Fitzgerald” (1:22:10 - 1:22:26)
“And that those ripples just continued to
give reason for…”
VO Dr. Terrence Fitzgerald
Clip: “T. Fitzgerald” (1:22:10 - 1:22:26)
“... were those other pieces of legislation
or, or policies that came out in schools

20

Getty Image #13 (continued): Police dog
sniffing school locker
that allowed the police to do more or to
violate more and more one civil rights.”
VO Dr. David Turner
Clip: “D. Turner 1” (7:50 - 8:02)

Getty Image #20: Police walking through
school
Getty Image #21: Students walking
through school metal detector
“So willful defiance is essentially a policy
where a student can be suspended and
used to be able to be expelled for being
willfully defiant to a teacher or an
administrator or an adult on campus.”
SOT Hillary Clinton Superpredator
Archival Video (continued)
“The fourth challenge is to take back our
streets from crime, gangs, and drugs.”
VO Hillary Clinton Superpredator Archival
Video (continued)

Getty Image #22: Police arrest
Getty Image #10: Policing around LA
“And we have actually been making
progress on this count, as a nation.
Because of what local law enforcement
officials are doing. Because of what
citizens and neighborhood patrols are
doing. We’re making some progress.
Much of it is related to the initiative called
community policing. Because we have
finally gotten more police officers on the
street. That was one of the goals that the
president had when he pushed…”
SOT Hillary Clinton Superpredator
Archival Video (continued)
“…the crime bill that was passed in 1994.
He promised one hundred thousand
police. We’re moving in that direction.”
Black Screen Text Card: In 1994 Zero-Tolerance
Policies in the United States became
widespread. These are policies that give
the most severe punishment possible to
every person who commits a crime or
breaks a rule. – The Center for Public
Justice
SOT Dr. David Turner
UCLA Chancellor’s Postdoctoral Fellow
Clip: “D. Turner 1” (8:04 - 8:22)
“So, let's say for example, I'm wearing a
hat and class teacher tells me to take it
off. I don't want to take it off because I got
a bad haircut. I say no, I don't want to
take it off. I can be suspended for willful
defiance because I disobeyed the
teacher’s order.”
VO Dr. David Turner
Clip: “D. Turner 1” (8:04 - 8:22)

BSS approved archival footage of protest
“Students were getting, you know, 1000s
of days of suspensions. Right and
missing school. Because of this.”

Black Screen Text Card: In 1994 California's Three
Strikes sentencing law was enacted. This

21
gives defendants a prison sentence of 25
years to life if they are convicted of three
or more violent or serious felonies. – The
California Legislative Analyst’s Office
VO Dranae Jones
Clip: “D. Jones 3” (20:31 - 20:47)

Getty Image #23: Archival video of South
LA in the 1990s

“My experience with my students is, I
don't know that many of them were
impacted directly by these things, except
for enough of them had parents who were
incarcerated as a result of the three
strikes law.”
SOT Dranae Jones
Former LAUSD Educator & Students
Deserve Teacher Leader
Clip: “D. Jones 3” (20:49 - 21:05)
“So that lack of parenting means that
maybe someone else is taking care of
them. And that someone else might be a
grandma. And maybe grandma is too old
to provide appropriate parameters for
behavior. So, this kid is wiling out
because they don't have the care that
they need.”

22
ACT THREE: CONCLUSION
What does it take for youth of color to survive the school-to-prison pipeline?

PICTURE AUDIO
SOT Derek Steele
Clip: “D. Steele” (34:55 - 35:10)

Music Ends: “Curtis”
“So, and it's a hard thing to tackle on a
hard thing to deal with because it's like
the roots of this thing are so pervasive
and are all over the place and you
actually have to unroot the entire tree
because it's toxic.”
VO Derek Steele
Clip: “D. Steele” (7:25 - 7:52)

Establishing shots of Heritage Tree mural

Music Starts: “Crispy”
“There's this history of uprising that has
taken place in LA. And in that midst of
those peaks, there's also change
happening because of change agents,
who are trying to tackle those issues that
are underlying, from an economic
standpoint, from a social standpoint, that
continue to divide us in various ways.”
VO Derek Steele
Clip: “D. Steele” (8:00 - 8:04)

Establishing shots of Black Panther mural
“So, we're just a part of a long history of
that work.”
VO Derek Steele
Clip: “D. Steele” (8:30 - 8:58)

Establishing shots of MLK monument on
Obama Blvd.

Getty Image #24: SNIC archival protest
arrest video

Archival Black Panther image

Establishing shot of Black Panther mural
“SNIC was really young folk that was out
here, creating change all across the
nation, you know, saying And so you say
the same thing with the Black Panther
Party, young folk out here changing
things across the nation. And our part in
this is how do we sharpen the minds and
make sure they have a critical lens about
the world, from a high school age, and
give them the skills that they can carry
into young adulthood to be the agents of
change that need to be in our
communities in the future?”
SOT Olatunde Kosoko
SJLI Educational Equity Regional
Manager
Clip: “Tunde 4” (7:41 - 7:54)

Music Ends: “Crispy”
“First and foremost, I want to highlight
and uplift the students of Los Angeles
Unified School District who have been
doing the work. So, there are a lot of
students led organizations who have
literally been at the forefront of fighting
the school to prison pipeline.”
SOT Derek Steele
SJLI Executive Director
Clip: “D. Steele” (27:56 - 28:57)

“LAUSD, in a very large way, has started
to transform how they have school,
school police on campuses. And that's
because the youth, you know, stood up

23
and was like, nah, this is what the
experience is for us.”
VO Dranae Jones
Clip: “D. Jones 6” (3:51 - 3:58)

Students Deserve rally SQ
“Watching children, young people impact
public policy. It's pretty dope.”
VO Dranae Jones
Clip: “D. Jones 6” (2:52 - 3:08)

Students Deserve rally SQ
“One of the things that a lot of people
don't know is that universal passage,
making sure that nobody failed during the
pandemic was a Students Deserve
demand. They don't know that they think
the school board was just so nice. No,
those students said, this is our list of
demands.”
VO Dr. David Turner
Manager of Brother, Son, Selves
Coalition
Clip: “D. Turner 1” (9:30 - 9:35)

BSS archival protest footage
“My boy, Joseph Williams, over there with
Students Deserve and myself and some
other movement partners in 2020.”
SOT Dr. David Turner
Manager of Brother, Son, Selves
Coalition
Clip: “D. Turner 1” (9:30 - 9:35)
“We have worked collaboratively to
reallocate $25 million of the school police
budget into a black student achievement
initiative in LAUSD. So, one of the ways
that we did that was through pushing for a
budget amendment.”
VO Dr. David Turner
Clip: “D. Turner 1” (10:05 -10:36)

Archival Footage: Brother, Sons, Selves
Coalition approved
“So that way we can invest directly in the
needs, experiences, and in the growth of
Black youth in particular. So, the Black
Student Achievement initiative has grown
to up to $107 million now.”
VO Dr. David Turner
Clip: “D. Turner 1” (10:05 -10:36)

Students Deserve rally SQ
“And you've already seen positive
academic results of different students
who are doing better in math or doing
better in reading, as well as decrease
suspensions and referrals to the office
and to other people on campus.”
VO Dranae Jones
Clip: “D. Jones 2” (45:52 - 46:15)

Students Deserve rally SQ
“I would say education, as activism really
began, probably in 2013, when I was
teaching the little kids, Mike Brown was
murdered in 2014. So that was the year
that we had that conversation, and I have
been incorporating social justice into my
classroom ever since regardless of what
subject I was teaching.”

24
VO Dranae Jones
Clip: “D. Jones 2” (14:14 - 14:21)

Students Deserve rally SQ
“I was a counselor before I was a teacher,
which is why my experience in the
classroom is very different from other
teachers.”
VO Dranae Jones
Clip: “D. Jones 2” (16:47 - 17:14)

Students Deserve rally SQ
“I worked with transitional youth, and then
I work with adults, and then I was like,
you know what, I'm going to go back to
school, get my master's degree, and I'm
gonna teach, and I'm going to use my
foundation and healing to meet our
students' needs. And they'll never know
that I'm healing them as I teach them. Or
maybe I'll tell them, who knows, but
ultimately, I tell them once a week,
because I'm constantly trying to remind
them that, you know, we're all healing
from something, whether we
acknowledge it or not, we are.”
SOT Dranae Jones
Former LAUSD Educator & Students
Deserve Teacher Leader
Clip: “D. Jones 5” (4:47 - 5:22)
“We remain in communication all the
time, just because I still live in the district.
I still vote in the district. So, my voice still
matters.”
VO Dranae Jones
Clip: “D. Jones 5” (4:47 - 5:22)

“And as a founding teacher leader at King
Drew I still feel very connected to these
students and I'm so proud of the work
that they do.”
VO Dr. David Turner
Clip: “D. Turner 2” (0:33 - 1:34)

Students Deserve rally SQ

Archival Footage: Brother, Sons, Selves
Coalition approved
“Getting involved in Brother, Son, Selves,
and I think the work with boys and men of
color and large was, you know, being
able to see myself and being able, I think,
to, you know, do the work to transform
conditions. Oftentimes, when people talk
about black boys and young men in
particular, it's always this idea, this notion
that, oh, well, we need to do something,
because these systems are harming
them. Or, oh, we need to teach them to
pull their pants up and put on ties so that
they can learn how to navigate the
system. It's always something around
either changing them, right, or trying to
help them. And I say help very loosely.
But oftentimes, it's never about helping
boys and young men of color build power.
So, while a lot of people focus on, how
are these systems harming these boys?

25
My work is what are these boys doing
back to systems.”
SOT Dr. Terrence Fitzgerald
USC School of Social Work Professor
Clip: “T. Fitzgerald” (1:28:49 - 1:29:35)

Establishing shots of Heritage Tree mural
“Well, maybe we need to change the
system completely. Because this current
system would not even if we try to change
this or change that it's still growing from
the same soil as same salted soil,
poisoned soil, you know, oppression of
racial oppression.”
SOT Dranae Jones
Former LAUSD Educator & Students
Deserve Teacher Leader
Clip: “D. Jones 3” (15:33 - 15:50) (17:43)

Music Starts: “Crispy”
“I think one of the things that's missing
from our communities is acknowledging
the need for healing. Because as Dr. Joy
DeGruy said, we are a miracle, we are a
whole miracle for all that we've endured
and never had any targeted healing.”
VO Dr. David Turner
Clip: “D. Turner 1” (15:11 - 15:21)

Archival image of Dr. Carter G. Woodson

“There is a scholar by the name of Carter
G. Woodson was his book, The MIS
education of the Negro, where, you know,
if you replace the word Negro, with
African American, you would think it was
written today, right? In how his primary
argument is talking about, that black folks
are educated in ways to uplift and learn
about everybody except themselves.
VO Dranae Jones
Clip: “D. Jones 10” (12:30 - 12:44)

Getty Image #25: Police question African
American young males
“Surviving the school-to-prison pipeline
means that you actually had to
experience it, and you didn’t get caught
up in it, or you got caught up in it, but you
were able to move beyond it.”
SOT Dranae Jones
Former LAUSD Educator & Students
Deserve Teacher Leader
Clip: “D. Jones 10” (12:44 - 13:05)
“And I know quite a lot of adults who were
like that, where they had a low GPA, they
barely graduated high school, and now
they have master's degrees or they’re
teaching. But something happened in
between where somebody tapped into
them and said, you know what, you're
brilliant. I believe it. I just need you to
believe it. And I'm not gonna give up on
you until you do.”
VO Dr. David Turner
Clip: “D. Turner 1” (2:33 - 2:52)

Establishing shots of UCLA office

Music Stops: “Crispy”
“You know, I had been suspended
several times, um, you know, been in,
you know, several different fights at one
point, you know, they were gonna put me
on some kind of probation program. You
know, and I probably had like, 0.7 GPA,

26
like it was bad 0.6, 0.7 I had like, one D.
And the rest fails, like, it was tragic.”
SOT Dr. David Turner
UCLA Chancellor’s Postdoctoral Fellow
Clip: “D. Turner 1” (3:25 - 3:39)
“We were really struggling at the time with
homelessness and all that. So, when we
finally got a place, we moved to the
bottoms and Inglewood. And that's when I
started going into Monroe. And it was a
complete 180.”
VO Dr. David Turner
Clip: “D. Turner 1” (3:40 - 3:52)

Establishing shots of UCLA
“I still got to know a little bit of fights and
scraps here and there, but I wasn't
suspended half as much as I wasn't, I
was in LAUSD. And I think there was a
deeper investment, right, in making sure
that students…”
VO Dr. David Turner
Clip: “D. Turner 1” (3:40 - 3:52)
“...were educated before, you know, just
trying to manage behavior. So, I think that
was my introduction into the school to
prison pipeline.”
VO Olatunde Kosoko
Clip: “Tunde 2” (23:56 - 24:54)

Tunde driving through Inglewood
Establishing shot of Inglewood cemetery

“And so, to be quite honest, like I ask
myself this often, like, I remember I was
dating somebody whose mom was like,
how did you not write because it's so
common. And you know, the only thing I
can say is there was just moments where
it could have went south in my life could
have been a different trajectory. But then
something just happened, and it was just
like you can leave, or you know what,
never mind.”
VO Olatunde Kosoko
Clip: “Tunde 2” (25:11 - 25:55)

Tunde driving through Inglewood

“Especially understanding the conditions
that's it asked me did I think we did, I
looked at Barrow, I looked down the
barrel of the gun, it was that close, I was
able to see all of the indentations on that,
like something happened. He didn't pull
the trigger. I mean, he did not have all
right to, but it fit the story, right. Like, in
any other case, police would have did
that. He lived in my license electoral
registration; told me we can leave. So, it's
on some level. I don't know, I can tell you.
Because I've been in situations where
like, it could have went so fast in several
situations.”

27
SOT Derek Steele
Clip: “D. Steele” (40:57 - 41:12)
“Most times, it is a reflective type of
atmosphere that you have to be in to be
like, oh, yeah, you know, what, that was
f***** up. You know, I'm saying like, but
when you're going through it, you know,
it's not actually it's not the right thing, but
you're just trying to just you're trying to
survive, right?”
SOT Dranae Jones
Former LAUSD Educator & Students
Deserve Teacher Leader
Clip: “D. Jones 10” (13:05 - 13:17)
“And so, surviving it means
acknowledging that it exists, and moving
past it, and I hope we get to the point
where we dismantle it.”
Black Screen Text Card: SURVIVING THE PIPELINE –
A Documentary by Alysha Conner

28
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Abstract (if available)

Abstract The 1896 legal doctrine of a “Separate but Equal” society was abolished in 1954 by the Board of Education ruling to integrate the educational system. But sadly, the discourse of racial superiority and inferiority still trickles in classrooms worldwide. My awareness of the school-to-prison pipeline became apparent when I worked as a substitute teacher for Gwinnett County Public Schools from February 2019 to March 2020. As a native of Los Angeles, I was unfamiliar with their school system. To my unbeknownst, I stumbled into an alternative school called GIVE Center West on March 13, 2019. And my life has never been the same since.
When I walked into the GIVE Center West main office, I was perplexed as to why a metal detector was stationed at the end of the hallway. Then shortly after, my internal question was answered. Students began to tirelessly walk through what seemed to be their designated main entrance as they proceeded with the same routine of going through the Transportation Security Administration or being detained at the police station. The students were in uniform: khaki pants, white or black collared shirts, solid-colored jackets, and black shoes. I, too, wore a uniform in middle school, but this was different.
None of the students accessorized their attire. Later I learned that GIVE Center West forbade clothing with a visible logo, jewelry, colored fingernails, false eyelashes, makeup, combs, picks, hairbrushes, and even mechanical pencils. I also realized that the students had no backpacks. They were carrying black and white binders and sack lunches in a one-gallon clear zip-lock storage bag, water bottle included.
At lunch, the students were restricted to one side of each picnic-style rectangular table. Leaving empty rows and little conversations. The students were also forced to sit at every other seat. Separated but equally confined. After lunch was the students' supervised restroom break. I was required to stand outside in the icy Georgia winter, holding the bathroom door open, only to allow two students in at a time. Although there were more stalls. Then I was told to lock up the restrooms after everyone was finished because this was the only time they were permitted to go unless I called the office to request an escort for the student.
It was not until the last period of the school day when I finally asked the teacher I was co-teaching with, 'What kind of school is this?'
"No one explained to you what this school is?" the teacher asked, both shocked and concerned.
The teacher waited until all students left for the day. She then explained that the school was designed as an alternative program for middle and high school students, and most of the students were on probation of some kind. The Gwinnett InterVention Education, or GIVE Center opened in 1994. It was created by the Gwinnett County Board of Education to "serve the educational and behavioral needs of students who exhibit chronic disciplinary problems at their home schools or who are returning to the school environment from a juvenile justice facility." According to GIVE Center West's most recent Accountability Report, from 2019 to 2020, the total school enrollment was 270. 33% of the school's population were African Americans, and 51% were Latinx.
Michelle Alexander, author of The New Jim Crow: Mass Incarceration in the Age of Colorblindness, said, "We have not ended racial caste in America; we have merely redesigned it." I continued to teach at the GIVE Centers until March 2020, when I moved back to Los Angeles. Despite my relocating, my unconventional experiences at the GIVE Centers haunted me. I became obsessed with understanding how so many African American and Latino youth could be deemed the "bad kid?" But being newly back home after seven years reminded me of what it takes to survive the harsh realities for people of color in LA.
I realized that the contributors to the school-to-prison pipeline had taken place right in front of my face all along. It was just disguised as an everyday struggle. Through my discovery, I felt compelled also to educate others through a documentary. I believed that it was crucial that I chose this format as opposed to text or audio to explain what is at stake clearly and profoundly. The revolution must be televised.
Resilience, determination, and resourcefulness are, at minimum, required of a child of color to simply be a child. Black and Brown youth are pawns of the school-to-prison pipeline because of the inevitable systemic pressures. But as the late Tupac Shakur said in his "The Rose that Grew from Concrete," poem. Worldwide, Black and Brown youth are the prolific roses that Shakur’s poem references. The broken systems are the concrete - and the current demographics of juvenile halls are the damaged petals.

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Asset Metadata

Creator Conner, Alysha (author)

Core Title Surviving the pipeline: the truth behind the numbers in south LA’s juvenile criminal justice system

School Annenberg School for Communication

Degree Master of Arts

Degree Program Specialized Journalism

Degree Conferral Date 2022-12

Publication Date 10/11/2022

Defense Date 10/10/2022

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag 14th amendment,AB560,Bill Clinton,black panthers,Black Power Movement,Black Student Achievement Plan,Brown v. Board of Education,Corrections Corporation of America,criminal justice system,critical race theory,education inequalities,gentrification,Great Migration,Hilary Clinton,Howard Jarvis,Inglewood,Jesse Jackson,juvenile justice reform,Los Angeles County,mass-incarceration,OAI-PMH Harvest,Proposition 13,redlining,Richard Nixon,Rodney King,school-to-prison pipeline,Separate but Equal,slave trade,SNIC,South Los Angeles,Students Deserve,three strikes law,War on Drugs,white flight,willful defiance,zero-tolerance policies

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Richardson, Allissa (committee chair), Pecot-Hebert, Lisa (committee member), Smith, Damali Najuma (committee member)

Creator Email aconner@soiwrite.org,soalyshawrites@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC112114309

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