Watch experts discuss the racism present in special education programs in the video above, and click here for the full segment
on racial imbalances in special education.
For the present analysis, I aggregate to the district level the data
on racial imbalance at individual schools from the SRI and link it to the ECCI data on the choice systems of large districts.
Not exact matches
In addition to the
racial imbalance in MSI, the researchers also found that African - Americans patients were more likely than Caucasian patients to have cancer
on the right side of their colon.
A growing number of districts looking to right
racial imbalances by dedicating staff members to work
on equity, diversity, and inclusion.
The mean of these school - level values for each district tells us, for example, that a district with an
imbalance score for any particular
racial group that is positive has,
on average, public high schools that over represent that group relative to their neighborhoods.
Such
racial imbalance can happen when the student body of any particular school is based
on a lottery among applicants to that school.
[9] The second is a new database
on school
racial imbalance (SRI), described in this recent report, which provides measures of the extent to which each public school in the U.S. reflects the
racial demographics of its surrounding neighborhood.
The information components of school choice systems, e.g., the ability to compare schools online and to see side - by - side information
on school performance, do not appear to have much influence
on school choices that generate
racial imbalance.
It is contingent
on... seeing cultural differences as assets; creating caring learning communities where culturally different individuals and heritages are valued; using cultural knowledge of ethnically diverse cultures, families, and communities to guide curriculum development, classroom climates, instructional strategies, and relationships with students; challenging
racial and cultural stereotypes, prejudices, racism, and other forms of intolerance, injustice, and oppression; being change agents for social justice and academic equity; mediating power
imbalances in classrooms based
on race, culture, ethnicity, and class; and accepting cultural responsiveness as endemic to educational effectiveness in all areas of learning for students from all ethnic groups.»
Yet, as the report goes
on to note, these state officials, those with the express obligation to reduce segregation, have consistently chosen to do nothing to prevent charter school segregation and its effects, including exacerbating
racial, ethnic and economic
imbalance in the host school districts.
Relying
on cherry - picked statutory history, Brennan found that Title VII's plain text did not prohibit collectively bargained, voluntary affirmative action programs that attempt to remedy disparate impact — statistical
imbalances in the
racial composition of employment groups — even if such plans used quota systems.