Utah Public Policy Clinic
The Public Policy Clinic provides law students with an opportunity to effect policy change through public education, community outreach, the legislative process, and complex civil litigation.
To learn more about enrollment in the Public Policy Practicum, visit the clinical program website, or contact Kay Shelton, Associate Director of Clinical Programs, Room 185, (801) 585-7703. For more information contact us at email@example.com.
In March 2015, the Public Policy Clinic received the University of Utah College of Social Work Moving It Forward Social Justice Award. The Award for Community Organization Advocacy through Education recognizes the persistent and continued initiative and leadership the clinic has shown in furthering the cause of the social and economic justice for our communities.
The Clinic is currently focused on putting an end to the school-to-prison pipeline in Utah. The school-to-prison pipeline refers to the set of policies and practices that funnel our children towards the criminal justice system instead of the higher education system. Here, in Utah, the imposition of harsh school discipline begins in elementary school; students with disabilities are twice as likely to be disciplined as non-disabled students; and students of color are disciplined one and a half to three and a half times more often than expected. The over-use of school discipline has consequences for both the students disciplined (they are more likely to drop out of high school) and for the economy of our state and the safety of our communities (students who drop out are more likely to be arrested as adults).
The clinic’s first publication “From Fingerpaint to Fingerprints: The School to Prison Pipeline in Utah” was released on October 6, 2014.
View the report, From Fingerpaint to Fingerprints: The Utah School-to-Prison Pipeline
STPP and American Indians
American Indians students in Utah feel the brunt of overuse of school disciplinary actions. Nationally, 22% of all American Indian students receive disciplinary action at school, compared to 14.1% of all white students. In Utah, these students are almost four times more likely to receive a school disciplinary action compared to their white counterparts. A number of factors create a student population already extremely vulnerable to low graduation rates. The data indicates that these vulnerabilities are being compounded by the frequent use of school discipline and law enforcement, instead of being mitigated by positive behavioral interventions and supports
The clinic’s second publication “Disparities in Discipline: A Look at School Disciplinary Actions for Utah’s American Indian Students” was released May 22, 2015.