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K-12 Education

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:

 

Recent K-12 Research

 

Research Item New Jersey's Segregated Schools: Trends and Paths Forward
The report updates earlier research published by the Civil Rights Project in 2013. That report detailed troubling racial and economic segregation trends and patterns from 1989 – 2010. The latest report includes new data from 2010-2015. The research updates public school enrollment trends and details segregation in the state’s schools by race and income. It also includes information about segregation in private schools, examines student enrollment trends in charter schools and their potential to increase segregation, and includes new research on segregation in pre-k schools. A new analysis looks at the plight of students who are English Language Learners, finding many attend schools triply segregated by race, income and language.
Research Item Lost Instruction: The Disparate Impact of the School Discipline Gap in California
This report is the first to analyze California’s school discipline data as measured by days of missed instruction due to suspension.
Research Item Alternative Paths to Diversity: Exploring and Implementing Effective College Admissions Policies
This report explores the issues before the Supreme Court of race-conscious affirmative action for college admissions, the continuing responsibilities of universities, and introduces a series of new studies, most commissioned by a collaboration between the Civil Rights Project and ETS.
Research Item Tough Choices Facing Florida's Governments
Commissioned by the Leroy Collins Institute at Florida State University, the research examines enrollment trends and racial proportion changes in the states’ public and charter schools and charts segregation trends at the state level over time. In doing so, the report makes clear the trend toward the re-segregation of Florida schools and provides a context for Florida’s school segregation, including the impact of U.S. Supreme Court decisions and trends in school accountability and choice.
Research Item Southern Schools: More Than a Half-Century After the Civil Rights Revolution
The Civil Rights Project has been following changes in the South for 21 years, and issuing regular reports on Southern states' schools. For the past decade or so, the Civil Rights Project has labeled the South-- long defined by a black-white paradigm--a tri-racial region. The Southern region used in Civil Rights Project reports includes the following states: Alabama, Arkansas, Florida, Georgia, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas, and Virginia. since its creation 21 years ago. This short research brief is issued with Pennsylvania State University’s Center for Education and Civil Rights.
Research Item Examining the Crossroads: School Segregation in Indiana
To examine how demographic shifts are changing the composition of Indiana’s schools, the Center for Evaluation and Education Policy (CEEP) in collaboration with the Civil Rights Project used Common Core of Data (CCD) school enrollment data, from the National Center for Education Statistics (NCES), to illustrate enrollment trends within and across school districts in the last few decades (1988–2015).
Research Item Suspended Education in Massachusetts: Using Days of Lost Instruction Due to Suspension to Evaluate Our Schools
This study uses percentages reported by the state to estimate the total days of missed instruction per 100 students enrolled. The authors argue that this school-level analysis is an ideal indicator for the state’s proposed new accountability system because it gives meaningful information to the public about school climate with regard to how much lost instruction is incurred by students, an area that schools have a great deal of control over.
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