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NEW BOOK: "Holding NCLB Accountable"
Holding NCLB Accountable: Achieving Accountability, Equity, and School Reform, a new book from The Civil Rights Project/Proyecto Derechos Civiles (CRP/PDC) at UCLA’s Graduate School of Education and Information Studies, evaluates and assesses the efficacy of the No Child Left Behind Act (NCLB) test-based accountability in today’s schools. The book published by Corwin Press is edited by CRP/PDC senior researcher Gail L. Sunderman. January 9, 2008
BOOK: Lessons in Integration
Coinciding with the beginning of the 2007-8 school year is the publication of Lessons in Integration: Realizing the Promise of Racial Diversity in American Schools (University of Virginia Press), edited by Civil Rights Project Researcher Erica Frankenberg and Co-director Gary Orfield. This research, produced with the support of the Southern Poverty Law Center, provides new evidence on the benefits of integration, and points out that a majority of schools - particularly segregated white schools in suburban America - will inevitably become multiracial, and experience dramatic racial change as a demographic transformation of America proceeds. Lessons in Integration shows ways in which teachers, administrators, and district officials can more effectively teach in diverse classrooms and equitably structure welcoming schooling environments for students from all backgrounds. August 29, 2007
Response to U.S. Supreme Court decision about voluntary school integration
The Supreme Court has issued its first major decision on school desegregation in twelve years, a decision affirming the goal of integrated education as a compelling interest but rejecting the means many school districts use to maintain some integration in a rapidly resegregating society. June 28, 2007
New Harvard Research on the Segregation of American Teachers
Data from a survey of over 1,000 teachers in K-12 public schools across the country show that our teaching force—like public school students—is largely segregated according to a new CRP report. Teachers of different races are teaching students of very different racial composition, adding an extra dimension to growing student racial segregation.
Statement of American Social Scientists of Research on School Desegregation Submitted to US Supreme Court
A social science statement has been submitted to the United States Supreme Court with the signatures of 553 social scientists and researchers, urging the Court to permit the continuation of voluntary race-conscious student assignment plans in American public schools. October 10, 2006
Data Proposals Threaten Education and Civil Rights Accountability
The U.S. Department of Education has proposed sweeping changes in the way
we count minority and white students in our schools, changes that would
dramatically alter the reported enrollment by race and ethnicity in our
states and in many of our educational institutions. Our findings show that
the proposed changes would very seriously undermine both research and
policy analysis work that is essential to understanding racial change and
racial inequality.
Testing
the NCLB: Study shows that NCLB hasn’t significantly impacted
national achievement scores or narrowed the racial gaps
A primary goal of the federal No Child
Left Behind Act is to improve achievement and narrow the achievement
gap. This study compares scores on the National Assessment of
Educational Progress (NAEP) with state assessment results and
concludes that the high stakes testing and sanctions required
by NCLB are not working as planned. June 15, 2006
New
Harvard Research Shows How the US. Department of Education is
Changing the Meaning of 'No Child Left Behind' Through Negotiated
Deals with States
This study reports that Department officials
have been approving changes in how states implement NCLB by
negotiating changes individually with each state. The authors
contend that this process of making compromises with individual
states has altered the meaning of accountability since no two
states are now subject to the same requirements. February
13, 2006
Racial
Transformation and the Changing Nature of Segregation
”Racial Transformation and the Changing
Nature Of Segregation,” co-authored by Professor Gary
Orfield and Research Associate Chungmei Lee addresses the changing
patterns of segregation in the American public school system
for the past four decades, focusing on the changes brought on
by the dismantling of the desegregation orders in the last decade
in districts that have been declared unitary. January
12, 2006
Civil
Rights Organization and Academic Centers Release Advocacy Manual
to Combat Resegregation and Promote Greater Racial and Ethnic
Diversity
“Looking to the Future” is
designed to help parents, students, community leaders, school
board members, administrators, and attorneys understand the
legal, political, and policy issues related to the promotion
of racial and ethnic diversity in public schools. The manual
explains and describes how to apply recent federal court cases
from around the United States which uphold the ability of school
districts to voluntarily desegregate themselves and obtain the
educational and societal benefits of diversity in our schools.The
manual summarizes the research that demonstrates the profound
educational and societal benefits of diversity in our schools.
October 11, 2005
>> For more Press Releases,
visit our News section.
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Recently Added: February 12, 2008
Preserving Integration Options for Latino Children.
The Mexican American Legal Defense Fund (MALDEF) and the Civil Rights Project/Proyecto Derechos Civiles (CRP/PDC) announce the release of Preserving Integration Options for Latino Children: A Manual for Educators, Civil Rights Leaders, and the Community. The Manual outlines the history of segregation and racial isolation that Latinos have experienced, the struggles they have waged, and the consequences for children and communities. This invaluable resource is being issued on the heels of the Supreme Court's June 2007 decision in Parents Involved in Community Schools v. Seattle School District No. 1. February 12, 2008
Honoring Martin Luther King, Jr.
Honoring the legacy of Martin Luther King Jr., two new studies were released today that are part of the Initiative on School Integration, recently created by the CRP/PDC after the Supreme Court’s June 2007 decisions limited voluntary integration in our nations’ schools. The Last Have Become First: Rural and Small Town America Lead the Way on Desegregation, by Gary Orfield and Erica Frankenberg, is the latest in a series of CRP annual reports on desegregation trends. Are Teachers Prepared for Racially Changing Schools? by Erica Frankenberg and Genevieve Siegel-Hawley, reveals the challenges for teachers and school leaders as they face many different kinds of situations with regard to race, ethnicity and class. January 18, 2008
Inaugural Issue of "The Integration Report"
The first issue of The Integration Report, a new biweekly web "toolkit" launched today, links readers to the most up-to-date integration news and illuminates key issues in diversity at our nation's K-12 schools. The Integration Report is part of CRP/PDC's new Initiative on School Integration, made possible with the support of the Open Society Institute. January 15, 2008
Still Looking to the Future - School Integration Manual
Honoring the nation's celebration of Martin Luther King Jr.'s birthday, The CRP/PDC and the NAACP Legal Defense Fund (LDF) release Still Looking to the Future: Voluntary K-12 School Integration; A Manual for Parents, Educators and Advocates. This Second Edition of The Manual provides valuable guidance and information about how communities and school districts can promote racial diversity and address racial isolation in schools nationwide. Download the manual here or request a hard copy from LDF by sending an email to manual@naacpldf.org. January 15, 2008
NCLB Supplemental Educational Services Policy Brief
The supplemental educational services (SES) provisions of the No Child Left Behind Act promise to expand educational opportunities by providing low-income families access to the private tutoring market. In this policy brief, the Civil Rights Project/Proyecto Derechos Civiles at UCLA reviewed data on participation in the program and found that demand for SES has either declined or leveled off after five years. This comes as the number of students eligible for services has increased. October 31, 2007
Historic Reversals, Accelerating Resegregation, and the Need for New Integration Strategies
This new report released by The Civil Rights Project at UCLA finds that for the first time in three decades, the South is in danger of losing its leadership as the nation's most integrated schools. The report examines the effects of the dual processes of racial transformation and resegregation on the educational opportunity of students, as well as the relationship between race and poverty and its implications in light of the recent Supreme Court decisions. The report concludes with recommendations for school districts. August 29, 2007
Charting the Future of College Affirmative Action: Legal Victories, Continuing Attacks, and New Research
This volume presents the views of leading scholars across the country on a variety of topics directly linked to the present situation, existing challenges, and the future of race-conscious policies in educational institutions across the country. As is our consistent practice, we have not sought and do not present a single position, but offer the interpretations of researchers who have discussed their work in a roundtable and have responded to questions raised in a peer review process. What we present is not a cookbook for college authorities but important perspectives for all engaged in this discussion to consider.
Research Roundtable concerning NCLB
The Civil Rights Project at Harvard University and the Chief Justice Earl Warren Institute on Race, Ethnicity and Diversity at the University of California, Berkeley, School of Law commissioned a series of new research concerning the effects of No Child Left Behind (NCLB). This research, presented at a series of roundtables, examines the effects of NCLB for low-income and minority students and their schools from a civil rights perspective.
School Accountability under NCLB: Aid or Obstacle for Measuring Racial Equity?
A review of state progress towards meeting the NCLB accountability requirements finds that many schools, once identified as needing improvement, are not moving out of improvement status and new schools continue to be added to the list of schools needing improvement.
Confronting the Graduation Rate Crisis in Texas
Every year, across the country, a dangerously high percentage of students -- disproportionately poor and minority -- disappear from the educational pipeline before graduating from high school. As this report demonstrates, the graduation rate in Texas is far too low.
The End of Keyes -- Resegregation Trends and Achievement in the Denver Public Schools
This report describes the academic achievement trends of students in Denver’s elementary schools from 1994 to 2000, beginning with a brief introduction to the original 1973 Keyes decision and the path to its conclusion in 1995.
Latino
Educational Opportunity--A Volume in New Directions for Community
College Series (#133)
State and federal policy has increasingly
looked to the community college to educate Latinos—the
largest minority group in the United States—and other
students traditionally underrepresented in higher education.
The studies presented in this volume
of New Directions for Community Colleges aim to foster a better
understanding of the ways and extent to which community colleges
provide Latino students with educational access and opportunity.
The
Unraveling of No Child Left Behind: How Negotiated Changes Transform
the Law
Over the past two years, the U.S. Department
of Education’s (ED) has made such extensive compromises
in implementing the No Child Left Behind Act of 2001 (NCLB)
that the law’s legitimacy is in serious question. In response
to growing state and local opposition to the law, political
and professional criticisms of its requirements, and the increasing
number of schools and districts identified for improvement,
the administration has allowed a wide variety of changes in
state accountability plans.
Denver
Public Schools: Resegregation, Latino Style
The Denver Public Schools (DPS) provide
a unique opportunity to study the dynamics of school segregation
within the context of rapid demographic changes and key policy
changes.
Looking
To The Future: Voluntary K-12 School Integration
The purpose of this manual is to help you—parents,
students, community activists, and school board members, administrators,
and attorneys—navigate through the maze of legal, political,
and policy issues related to the promotion of racial and ethnic
diversity in public schools.
NCLB
Educational and Advocacy Video Series
The Civil Rights Project at Harvard University
has prepared this series of videotapes and accompanying resource
guide to examine what the No Child Left Behind Act (NCLB) means
for your children and the public schools in your community.
The purpose of these videos and this manual is to introduce
you to the NCLB legislation and to help you understand how the
Act works, how we can make it work better, and how we can avoid
an educational catastrophe if it doesn't work.
BOOK: NCLB
Meets School Realities Lessons From the Field
The No Child Left Behind Act of 2001 is
one of the biggest educational forces of our time. So why is
it one of the least understood? NCLB Meets School Realities
is an essential resource for educators wanting to explore and
understand the issues raised by NCLB. Based on original research
by The Civil Rights Project at Harvard University of 11 districts
across 6 states, this text details how NCLB is put into practice,
the issues it raises, and how it affects minority and low-income
students.
Metro
Boston Equity Initiative
The Metropolitan Boston Equity Initiative
is a yearlong effort investigating racial change and the implications
of such change for social and economic opportunity within the
region’s diverse population. |
