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
- Policy in Practice: The Implementation of Structured English Immersion in Arizona
- Part 5 of the Arizona Educational Equity Project. The implementation of the SEI 4- hour block raises concerns with regard to equal educational opportunity and access to English.
- Is Arizona's Approach to Educating its ELs Superior to Other Forms of Instruction?
- Part 6 of the Arizona Educational Equity Project. There is no research basis for the court's decision in Horne v. Flores. At best SEI is no better or no worse than other instructional strategies when they are both well implemented and the goal is English acquisition.
- 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.