We are committed to generating and synthesizing research on key civil rights and equal opportunity policies that have been neglected or overlooked.
Well before the passing of the "Leave No Child Behind" Act of 2002, which renewed the nation's interest in K-12 education, The Civil Rights Project had been focused on critical issues affecting this country's elementary and secondary students. CRP believes that equal educational opportunity is a necessary prerequisite to equal educational outcomes. Further, CRP believes that all students benefit from ethnically diverse educational experiences. For the past several years, a main focus of our research has been to demonstrate concrete educational benefits derived from attending diverse elementary and secondary schools. Research in the area of K-12 Education has been extensive with the hopes of having a broad impact nation-wide.
Our current research interests related to K-12 education include:
The effectiveness of Title I reforms
Dropout trends and remedies
The impacts and benefits of racial and ethnic diversity in education
Resegregation trends and remedies in our nation's public schools
Effective educational policies for language minority students (English Language Learners)
Recent K-12 Research
- Are We Closing the School Discipline Gap?
- The main body of this report documents gross disparities in the use of out-of-school suspension experienced by students with disabilities and those from historically disadvantaged racial, ethnic, and gender subgroups. The egregious disparities revealed in the pages that follow transform concerns about educational policy that allows frequent disciplinary removal into a profound matter of civil rights and social justice. This implicates the potentially unlawful denial of educational opportunity and resultant disparate impact on students in numerous districts across the country.
- Is Opportunity Knocking or Slipping Away? Racial Diversity and Segregation in Pennsylvania
- As a slow-growth increasingly diverse state with an aging population, Pennsylvania needs to think hard about its continued passive acceptance of segregated and inferior schooling, and about the spread of destructive racial patterns from urban areas into growing sectors of suburbia and small cities.
- Diversity in the Distance: The Onset of Racial Change in Northern New England Schools
- Northern New England, comprised of Maine, New Hampshire, and Vermont, has the opportunity to plan carefully and intentionally so that the region is not plagued by problems of segregation and can instead benefit from the impending racial change and increased diversity to create and sustain diverse learning environments.
- Nation-wide Survey of State Education Agencies’ Online School Disciplinary Data for Students with Disabilities (Summer 2014)
- School Disciplinary Data reported by SEAs online.
- Keeping California's Kids in School
- This report compares this year’s data release covering 2012-13 to the data released last year covering 2011-12. We find a reduction in the use of out-of-school suspension for every racial/ethnic group.
- Brown at 60: Great Progress, a Long Retreat and an Uncertain Future
- Marking the 60th anniversary of the landmark U.S. Supreme Court decision Brown v Board of Education, the UCLA’s Civil Rights Project/Proyecto Derechos Civiles assessed the nation's progress in addressing school segregation, and found that--contrary to many claims--the South has not gone back to the level of segregation before Brown. It has, however, lost all of the additional progress made after l967, but is still the least segregated region for black students. New statistics show a vast transformation of the nation’s school population since the civil rights era. The authors reveal that Latinos are significantly more segregated than blacks in suburban America.
- Segregation Again: North Carolina’s Transition from Leading Desegregation Then to Accepting Segregation Now
- This report investigates trends in school segregation in North Carolina over the last two decades by examining measures of concentration, exposure, and evenness by both race and class. After exploring the overall enrollment patterns and segregation trends at the state level, this report turns to three major metropolitan areas within the state—Charlotte-Gastonia-Concord, Raleigh-Cary, and Greensboro-High Point—to analyze similar measures of segregation for each metropolitan area.