Education

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.



Facing the Consequences

An Examination of Racial Discrimination in U.S. Public Schools. © Applied Research Center, March 2000. Principal Researchers: Rebecca Gordon, Libero Della Piana, & Terry Keleher.

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No Exit? New York Times Ad
Complete text of ad placed in the New York Times by the Applied Research Center on February 24, 1999
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Get SMART
Standards for Excellence and Equity in Public Education. Public education doesn’t need politically inspired gimmicks like exit exams or vouchers.
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Reading, Writing, and Race
Media Advisory. A National Conference to Expose Racism and Advance School Excellence. Contact: Andre Banks , (917)456-7759 (cell).
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Report Charges Racial Profiling in U.S. Public Schools
A National Day of Action for Racial Justice Sets Stage for Report on Policies that Discriminate Against Students of Color. October 30, 2001. Media Contact: Andre Banks , (917) 456-7759 cell.
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Report Charges School Vouchers Are Racist
News Release. October 10, 2000. Media Contact: Andre Banks , (917) 456-7759 cell.
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New Report Criticizes Governor Davis's Plan for Exit Exams
Study Finds Exit Exams Promote Racially Biased Outcomes. February 22, 1999. Media Contact: Andre Banks (917) 456-7759 cell.
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Racial Disparities Related to School Zero Tolerance Policies

Testimony to the U.S. Commission on Civil Rights, Feb. 18, 2000 by Terry Keleher, Program Director, ERASE Initiative
Applied Research Center.

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Testimony to the U.S. Commission on Civil Rights: Attachment 1

Testimony to the U.S. Commission on Civil Rights, Feb. 18, 2000 by Terry Keleher, Program Director, ERASE Initiative
Applied Research Center.

Attachment 1

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Testimony to the U.S. Commission on Civil Rights: Attachment 2

Testimony to the U.S. Commission on Civil Rights, Feb. 18, 2000 by Terry Keleher, Program Director, ERASE Initiative
Applied Research Center.

Attachment 2

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Testimony to the U.S. Commission on Civil Rights: Attachment 3

Testimony to the U.S. Commission on Civil Rights, Feb. 18, 2000 by Terry Keleher, Program Director, ERASE Initiative
Applied Research Center.

Attachment 3

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