The coalition is growing into an education policy and advocacy powerhouse focusing on equity with an
eye on students of color.
The bottom line: Across our country we are spending
less on students of color than on white students, at least when it comes to state and local dollars.
A system meant to give college students a better shot at succeeding is actually getting in the way of many, costing them time and money and taking a particular
toll on students of color.
Supporters of the guidance welcome US ED taking a closer look at the potentially discriminatory impact of school discipline
policies on students of color and / or on students with disabilities.
A just - released Center of American Progress report sheds new light on the lingering vestiges of racial inequality in our schools, specifically on inequity in
spending on students of color.
In Accountability and Opportunity in Higher Education, leading scholars address the unforeseen impact of accountability
standards on students of color and the institutions that disproportionately serve them.
NEWARK In a victory for grassroots organizers in Newark, the Newark Public School district has reached a landmark agreement with the U.S. Department of Education following a federal civil rights investigation into the discriminatory impact of school
closures on students of color.
It denies resources to the neediest schools, uses discipline policies with a disproportionate
harm on students of color, and enacts policies that increase the concentrations of students in high poverty and racially segregated schools.
Ary Spatig - Amerikaner builds upon the well - documented correlation between people of color and people living in poverty to assess the ongoing impact of the comparability
loophole on students of color.
The racial power dynamic within the school, where white teachers enforce unreasonably harsh
rules on students of color has also come under fire (Fisher, 2016b).
Growing up in a racialized society has an emotional
impact on students of color and leads to unconscious biases that affect how all of us perceive ourselves and others.
The data clearly paint the need to
focus on students of color and low - income students: nationally, only 73 percent of black students, 76 percent of Latino students, and 75 percent of low - income students graduate, compared to 87 percent of white students and 89 percent of middle - and high - income students.
Matching principals to schools is not strategic, leading to an inequitable distribution of principals across schools; the least experienced principals often end up in the highest - needs schools, a result that takes a
toll on students of color, low - income students, and low - achieving students.
Teachers of color have a particularly positive
effect on students of color: They have been found to hold higher expectations for students of color and to be both more likely to refer students of color into gifted and talented programs and less likely to refer them for suspension and special education (Ford, 2010; Grissom & Redding, 2016).
When it comes to spending on the education of our children, students of color are being shortchanged, according to the Center for American Progress's latest education report, «Unequal Education: Federal Loophole Enables Lower
Spending on Students of Color.»
Rescinding federal guidance leaves suspensions and expulsions up to local discretion, regardless of the disproportionate impact
on students of color.
The group of five plans to speak in support of Obama - era guidance that aimed to reduce disparate discipline impacts
on students of color.
The impact
on students of color was significant, since more than half of black and Latino undergraduates at public universities rely on those grants from the state's Monetary Award Program.
Mr. Marcus has written about limiting the use of disparate impact claims, even though this is a critical method for identifying and addressing discipline policies that may seem neutral but have a discriminatory impact
on students of color.
For example, one key indicator of success will be reducing the number of suspensions and expulsions that are handed down each year, and lowering the disparate impact those suspensions and expulsions have
on students of color.