Separate and Unequal (02:01)
Each of Nikki Dangerfield's sons ride different buses every morning to attend schools all over Baton Rouge. She feels the public school system has helped her children, by exposing them to different cultures and economic backgrounds
Wabash Valley Correctional Facility: Seg Unit (00:0-98)
Demonae Lewis, 17-years-old, will serve a year in segregation. He describes what it is like in his cell and what he does to pass the time; he lost all privileges when he entered seg.
Lewis' Background (05:30)
Lewis was most recently convicted of robbery. His history of criminal activity and incarceration began at the age of seven. Lewis and his siblings were placed in the Child Welfare System.
Growing Up in the Prison System (05:30)
Lewis thinks about his childhood and all the birthdays he has spent behind bars. His sister is scheduled to be released from prison; his brother is not in the system. Lewis does not receive visitation and his mother never writes.
Lewis' Mindset (02:59)
Lewis does not blame his behavior on family history, but acknowledges it had an impact. He considers what he needs help with if someone were to offer assistance. Lewis believes a legitimate job would curb his behavior.
Education and Discipline Issues at Woodlawn High (03:18)
Volunteer football coach Browning explains why he believes busing leads to a lack of community and stresses its importance. In 2013, 61 arrests occurred on school property, and fights were filmed for YouTube.
Different Schools for Different Needs (02:24)
Dangerfield explains how each of her son's schools caters to his needs and personality. Aaron wants to go to Woodlawn High and upon calling for information was informed he could not attend because it was incorporating.
Incorporation Limits Choices (02:16)
Edwards describes how attached he has grown to his students and how sad it would be for kids to not be able to express their own opinions on where to attend school. Sen. Mack "Bodi" White explains why he is against busing. Rutledge discusses why caucasian families left and how that hurt the school system.
9,000 Signatures at the End of 2013 (02:07)
Citizens argue the ramifications of incorporation. St. George proponents complain that the city is overestimating the financial repercussions, but a 2013 study from LSU determined it would cause a huge annual deficit for Baton Rouge.
Time Left to Serve (02:39)
Lewis is not worried about transitioning to the adult unit. He should earn his credit class back and move up his out date. Lewis is accustomed to prison life.
Racial Inequality (01:51)
Patricia Haynes Smith and White argue the pros and cons of Incorporation and busing. Dangerfield describes how St George's incorporation effort would be taking resources from those who need it the most.
Incorporation Status Updates (01:42)
The city council passed a measure to block incorporation, St. George vowed to fight the measure, Edwards was reassigned to another school as an assistant principal, and Aaron Dangerfield decided not to attend Woodlawn.
Omarina's Story (03:16)
Attending the Brooks School in North Andover, Massachusetts, Omarina was shocked at the change from her 2 bedroom apartment in the Bronx. Middle school was trying for her, she was evicted and shuttled between family members' apartments. When she reconnected with her father after several years, he had a stroke and passed. Her grades suffered from her personal struggles.
Preventing High School Drop Outs (02:10)
Robert Belfanz created a massive study to analyze at risk indicators. He determined that if a child entering the sixth grade is absent more than 20 percent, fails math or English, or receives an unsatisfactory grade in a core course, there is a 75 percent chance they will drop out in high school.
Omarina Identified as At-Risk (01:41)
Principal Delores Peterson implemented Belfanz' statistics. Every week statistics were collected about each child and reviewed by a counselor. If the news is troublesome a counselor is assigned and intervention planned.
Omarina's Intervention (02:05)
Catherine Miller, Omarina's homeroom teacher, describes how she approached Omarina and formed a plan to keep her in school and functioning. She bought her a bus pass, books, and helped instill confidence in her. Belfanz discusses how important it is to shepherd at-risk youth.
Omarina's Brother (02:26)
Omarlin went into the streets, and by the end of his 8th grade year he had no plans to go to high school. Omarina reflects that without the support she received she would be on the streets as well. In short time, she had perfect attendance, high grades, and was encouraged to apply to some of the best prep schools.
I Could Be My Brother (01:49)
Belfanz explains how all schools can use his system, but they may need to recruit additional help. Omarina was accepted at nine prep schools and decides to attend Brooks.
Transitioning To Brooks (03:06)
Omarina does feel out of place, but she understands that other students are curious and comments about her ethnicity or background are not coming from a negative place. She struggles academically and socially but she relies on her support system to help her through.
Determined to Succeed (01:56)
By relying on her support system, Omarina feels she has grown, widened her perspective and cannot imagine regressing to the girl she was in middle school. She is now caught up, getting good grades, and enjoying her sophomore year.
Unexpected Call (01:55)
Omarina receives news that Omarlin had been shot and returns home. Guidance counselor Taylor Ware discusses how Omarina struggles with the opportunities she has been given and and her brothers reality.
Lewis' Outlook and Prospects (03:32)
Lewis discusses what he wants people on the outside to know about him and reflects on other juveniles in the system. He considers what his life will be like in the future.
Credits: Separate and Unequal/Omarina's Story (02:42)
Credits: Separate and Unequal/Omarina's Story
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