The Civil Rights Project at Harvard University

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The Civil Rights Project
125 Mt. Auburn Street
3rd Floor
Cambridge, MA 02138
Tel: (617) 496-6367
Fax: (617) 495-5210
Email:crp@harvard.edu



News

School Resegregation: Must the South Turn Back?
With more than 70% of Black and Latino students in the South attending predominately minority schools, and with severe segregation and inequality reflected in the extraordinary dropout rates in segregated high schools, new data signal a trend backwards to the 1960s before widespread busing began for desegregation. Even states like Florida, North Carolina and Delaware where stable metropolitan desegregation plans existed for three decades are now rapidly resegregating, according to a new study released by The Civil Rights Project at Harvard University (CRP).September 6, 2005

Higher Education and the Color Line
New Book Release: In the wake of the U.S. Supreme Court’s landmark decisions upholding affirmative action, Higher Education and the Color Line outlines the agenda for achieving racial justice in higher education in the next generation. Weaving together current research and a discussion of overarching demographic, legal, and political issues, this comprehensive and timely book focuses on the racial transformation of higher education and the structural barriers that perpetuate racial stratification at the postsecondary level.July 8, 2005

The Access Crisis in American Higher Education
In October of 2003, The Civil Rights Project at Harvard University and the University of California, Davis joined forces to host a conference on the crisis in higher education access in California and the nation. Intending to take a more positive stance, the conference was entitled “Expanding Opportunity in Higher Education,” and the focus was on solutions as much as on documenting the existing problems.

>> For more Press Releases, visit our News section.

NCLB Educational and Advocacy Video Series
Resource and Video Guide
The Civil Rights Project at Harvard University has prepared this series of videotapes and accompanying resource guide to examine what the No Child Left Behind Act (NCLB) means for your children and the public schools in your community. The purpose of these videos and this manual is to introduce you to the NCLB legislation and to help you understand how the Act works, how we can make it work better, and how we can avoid an educational catastrophe if it doesn't work.

NCLB Meets School Realities Lessons From the Field
New Book Release
The No Child Left Behind Act of 2001 is one of the biggest educational forces of our time. So why is it one of the least understood? NCLB Meets School Realities is an essential resource for educators wanting to explore and understand the issues raised by NCLB. Based on original research by The Civil Rights Project at Harvard University of 11 districts across 6 states, this text details how NCLB is put into practice, the issues it raises, and how it affects minority and low-income students.

Metropolitan Boston Equity Initiative
The Metropolitan Boston Equity Initiative is a yearlong effort investigating racial change and the implications of such change for social and economic opportunity within the region’s diverse population.

 

 

 

New Faces, Old Patterns? Segregation in the Multiracial South
A third of a century ago the schools of the South became the most integrated in the nation, a stunning reversal of a long history of educational apartheid written into the state laws and constitutions of the eleven states of the Confederacy and the six Border states, stretching from Oklahoma to Delaware, all of which had legally imposed de jure segregation until the Supreme Court prohibited it in 1954.

Changing NCLB District Accountability Standards: Implications for Racial Equity
Most states are identifying school districts for sanctioning for the first time during the 2004-2005 school year. Large numbers of districts have been labeled under-performing, and these districts face potentially severe sanctions in the years to come. The heightened importance of district accountability means that it is important to examine both the efficacy of NCLB’s method for identifying districts for sanctioning it effect on the low-income and minority students.

Confronting the Graduation Rate Crisis in the South
The South is a critical region to examine because it has a very large and rapidly growing population and has always been home to a majority of African Americans. In addition, several southern states are now in the epicenter of a huge Latino migration. The region also has a history of racial inequality including unlawful school segregation. As pointed out in this report, two independent studies show a high correlation between racially and socio-economically segregated schools and very low graduation rates.

Teacher Quality: Equalizing Educational Opportunities and Outcomes
The No Child Left Behind (NCLB) teacher quality provisions recognize both the importance of teacher quality for improving student achievement and the unequal distribution of teachers across districts and schools. But the question of how to achieve the goal of a high quality teacher in every classroom is complicated because of the challenges of attracting and retaining teachers to schools serving large numbers of minority and low-income students, the schools most likely to have the least qualified teachers.

Limited English Proficient Students: Increased Accountability Under NCLB
The Civil Rights Project at Harvard released a policy brief for practitioners and policymakers on how the NCLB requirements affect LEP students and their schools. It explores some of the unintended consequences of the legislation and summarizes the NCLB Title I accountability requirements that specifically affect LEP students, answers some commonly asked questions about the legislation and LEP students, and defines issues that need to be considered as the conversation about NCLB and LEP students continues.

 

 

 



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