Increasing access to education is one of the greatest civil rights issue of our time. But we are far from the elimination of institutional bigotry. Students of color often have a very different educational experience than their white counterparts. They are more likely to be taught by an under qualified teacher, to be tracked into remedial rather than college preparatory classes, and to attend overcrowded schools. On questions of education policy, institutions of government, from local schools to federal agencies, should first and foremost be concerned with closing the gap between white students and students of color.

Racial dynamics are often hidden in media analyses of curriculum, standardized tests, vouchers, or college acceptance rates. Yet in almost every education story, race plays a key role. In decisions to place students in remedial programs or special education classes, race is proven to be a factor. When standardized exams lead to standardized curricula, the opportunity for multicultural education that engages students of color and helps them build self-esteem is lost. Students of color are almost twice as likely to attend overcrowded schools and much more likely than white students to be taught by unqualified or uncertified teachers. The list goes on.

As various provisions of President Bush’s signature education policy No Child Left Behind (NCLB) are implemented, it is important to analyze whether race-based disparities are documented and addressed or simply ignored. For instance, while NCLB mandates states to disaggregate some data by race—such as test scores—they are not required to do so for such key educational indicators such as dropout rates or teacher demographics.

The following resources illustrate the importance of closing the gap on racial disparities in education and provides important information for exposing the inequities that afflict U.S. public schools.