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
- The Education of English Language Learners in Arizona: A Legacy of Persisting Achievement Gaps in a Restrictive Language Policy Climate
- Part 8 of the Arizona Educational Equity Project. Arizona is on the wrong path for closing achievement gaps for its ELL students and that this is due, at least in part, to its highly restrictive language instruction policies.
- The Arizona Home Language Survey and the Identification of Students for ELL Services
- Part 7 of the Arizona Educational Equity Project. Analyses of data from two Arizona school districts clearly show that use of a single home language survey question will under-identify ELLs.
- Assessment of Young English Language Learners in Arizona: Questioning the Validity of the State Measure of English Proficiency
- Part 9 of the Arizona Educational Equity Project. The present assessment policy is likely denying services ELLs need and violating the rights of these students to an equal educational opportunity.
- School Integration Efforts Three Years After "Parents Involved"
- We know more than ever about the importance of preventing racially segregated schools and the benefits that students—and society—receive from diverse schools. In fact, the Supreme Court, in its 2007 decision, acknowledged this evidence as “compelling” reasons for districts to adopt policies to further integration.
- The Students We Share: A Binational Conference
- Conference agenda for the 2010 The Students We Share - A Binational conference.
- The Dropout/Graduation Crisis Among American Indian and Alaska Native Students
- This paper examines the graduation/dropout crisis among American Indian and Alaska Native students using data from the National Center for Education Statistics. Data from 2005 is drawn from the seven states with the highest percentage of American Indian and Alaska Native students as well as five states in the Pacific and Northwestern regions of the United States. Findings indicate that the number of American Indians and Alaska Natives who graduate continues to be a matter of urgent concern. On average, less than 50% of Native students in these twelve states graduate each year.
- Choice Without Equity: Charter School Segregation and the Need for Civil Rights Standards
- The charter school movement has been a major political success, but it has been a civil rights failure. As the country continues moving steadily toward greater segregation and inequality of education for students of color in schools with lower achievement and graduation rates, the rapid growth of charter schools has been expanding a sector that is even more segregated than the public schools. The Civil Rights Project has been issuing annual reports on the spread of segregation in public schools and its impact on educational opportunity for 14 years. We know that choice programs can either offer quality educational options with racially and economically diverse schooling to children who otherwise have few opportunities, or choice programs can actually increase stratification and inequality depending on how they are designed. The charter effort, which has largely ignored the segregation issue, has been justified by claims about superior educational performance, which simply are not sustained by the research. Though there are some remarkable and diverse charter schools, most are neither. The lessons of what is needed to make choice work have usually been ignored in charter school policy. Magnet schools are the striking example of and offer a great deal of experience in how to create educationally successful and integrated choice options.