The Civil Rights Project / Proyecto Derechos Civiles
Parent: UCLA
eScholarship stats: Breakdown by Item for May through August, 2026
| Item | Title | Total requests | Download | View-only | %Dnld |
|---|---|---|---|---|---|
| 58p2c3wp | Why Students Drop Out of School and What Can Be Done | 1,407 | 371 | 1,036 | 26.4% |
| 39s231mn | Extreme Segregation and Policy Inaction in California Schools | 908 | 197 | 711 | 21.7% |
| 9tt822xb | American Indian and Alaska Native Populations: Envisioning the Future | 735 | 213 | 522 | 29.0% |
| 3b63v3kc | The Changing Racial and Ethnic Composition of the School-Age Population in the U.S. | 640 | 131 | 509 | 20.5% |
| 23j1b9nv | Harming Our Common Future: America's Segregated Schools 65 Years aFter <em>Brown</em> | 617 | 390 | 227 | 63.2% |
| 2t36g571 | Are We Closing the School Discipline Gap? | 605 | 357 | 248 | 59.0% |
| 4xr8z4wb | Why Segregation Matters: Poverty and Educational Inequality | 572 | 395 | 177 | 69.1% |
| 4db9154t | Tracking Achievement Gaps and Assessing the Impact of NCLB on the Gaps | 493 | 139 | 354 | 28.2% |
| 7t494794 | Bilingual Education and America's Future: Evidence and Pathways | 462 | 268 | 194 | 58.0% |
| 4wb5c6d3 | The Role of Standardized Tests in College Admissions | 442 | 150 | 292 | 33.9% |
| 3g36n0c3 | Opportunities Suspended: The Disparate Impact of Disciplinary Exclusion from School | 430 | 256 | 174 | 59.5% |
| 4701m0ts | Brief of 823 Social Scientists as Amici Curiae | 430 | 42 | 388 | 9.8% |
| 5sz4s7qd | The Unfinished Battle for Integration in a Multiracial America – from <em>Brown</em> to Now | 387 | 239 | 148 | 61.8% |
| 8pd0s08z | Out of School and Off Track: The Overuse of Suspensions in American Middle and High Schools | 386 | 203 | 183 | 52.6% |
| 7hm2456z | Lost Opportunities: How Disparate School Discipline Continues to Drive Differences in the Opportunity to Learn | 385 | 225 | 160 | 58.4% |
| 8fh0s5dv | Suspended Education: Urban Middle Schools in Crisis | 381 | 117 | 264 | 30.7% |
| 4x44w1qh | Losing Our Future: How Minority Youth are Being Left Behind by the Graduation Rate Crisis | 373 | 261 | 112 | 70.0% |
| 8g58m2v9 | E Pluribus...Separation: Deepening Double Segregation for More Students | 367 | 256 | 111 | 69.8% |
| 4r07q8kg | Choice Without Equity: Charter School Segregation and the Need for Civil Rights Standards | 350 | 246 | 104 | 70.3% |
| 8s01k768 | Discrimination in the 21st Century: How Civil Rights Policies Can Best Embrace the Growing Mixed-Race Population | 331 | 141 | 190 | 42.6% |
| 4q41361g | Discipline Policies, Successful Schools, and Racial Justice | 327 | 133 | 194 | 40.7% |
| 0dn6z3vc | Brown at 60: Great Progress, a Long Retreat and an Uncertain Future | 326 | 178 | 148 | 54.6% |
| 5cs4j92q | U.S. Economic Vitality Depends on Immigration | 313 | 154 | 159 | 49.2% |
| 5qc7w8qp | Moving to Equity: Addressing Inequitable Effects of Transportation Policies on Minorities | 305 | 142 | 163 | 46.6% |
| 0d4807x3 | Racial Disparities in School Suspension and Subsequent Outcomes: Evidence from the National Longitudinal Survey of Youth 1997 | 299 | 73 | 226 | 24.4% |
| 1hh2567k | The Growth of Segregation in American Schools: Changing Patterns of Separation and Poverty Since 1968 | 299 | 33 | 266 | 11.0% |
| 8742n78n | Policy in Practice: The Implementation of Structured English Immersion in Arizona | 298 | 90 | 208 | 30.2% |
| 5gq387gh | California’s Demographic Future: Ethnic & Racial Change in the School-Age Population | 292 | 199 | 93 | 68.2% |
| 6d01084d | Resegregation in American Schools | 291 | 170 | 121 | 58.4% |
| 5cx838jx | Schools More Separate: Consequences of a Decade of Resegregation | 285 | 39 | 246 | 13.7% |
| 85m2m6sj | The High Cost Of Harsh Discipline And Its Disparate Impact | 278 | 89 | 189 | 32.0% |
| 3555h0sr | Choices Worth Making: Creating, Sustaining and Expanding Diverse Magnet Schools | 277 | 227 | 50 | 81.9% |
| 29h9c9dn | Investing in Our Nation’s Future: Advancing Educational Opportunity for Underserved Students | 276 | 164 | 112 | 59.4% |
| 5ds6k0rd | Brown at 62: School Segregation by Race, Poverty and State | 276 | 103 | 173 | 37.3% |
| 85w788b9 | Public School Desegregation in the United States, 1968 - 1980 | 275 | 80 | 195 | 29.1% |
| 14m9k4nb | Housing in the 21st Century: Taking Stock and Seeking Equality | 274 | 131 | 143 | 47.8% |
| 5fx616qn | NYC School Segregation Report Card: Still Last, Action Needed Now! | 272 | 152 | 120 | 55.9% |
| 5cx4b8pf | New York State’s Extreme School Segregation: Inequality, Inaction and a Damaged Future | 270 | 173 | 97 | 64.1% |
| 4322q67s | The CSU Crisis and California's Future: Full Report | 269 | 201 | 68 | 74.7% |
| 4hm2n74b | Texas Top Ten Percent Plan: How It Works, What Are Its Limits, and Recommendations to Consider | 265 | 111 | 154 | 41.9% |
| 9d19p8wt | The Striking Outlier: The Persistent, Painful and Problematic Practice of Corporal Punishment in Schools | 263 | 93 | 170 | 35.4% |
| 17m5k36f | Understanding Suburban School Segregation: Toward a Renewed Civil Rights Agenda | 259 | 146 | 113 | 56.4% |
| 4jp1z62n | Black Segregation Matters: School Resegregation and Black Educational Opportunity | 259 | 41 | 218 | 15.8% |
| 4mw4r5ds | Percent Plans in College Admissions: A Comparative Analysis of Three States’ Experiences | 259 | 162 | 97 | 62.5% |
| 7ss614ft | PICS: Statement of American Social Scientists of Research on School Desegregation Submitted to US Supreme Court | 256 | 50 | 206 | 19.5% |
| 4hj5k8kx | The Unraveling of No Child Left Behind | 254 | 189 | 65 | 74.4% |
| 2bw2s608 | Reviving the Goal of an Integrated Society: A 21st Century Challenge | 252 | 161 | 91 | 63.9% |
| 171336h3 | California’s Geography of Opportunity: Intergenerational Mobility in the Golden State | 250 | 121 | 129 | 48.4% |
| 8mc8n688 | A Public Laboratory Dewey Barely Imagined: The Emerging Model of School Governance and Legal Reform | 240 | 32 | 208 | 13.3% |
| 3047w6xq | U.S. Immigration Enforcement Policy and Its Impact on Teaching and Learning in the Nation's Schools | 237 | 128 | 109 | 54.0% |
Note: Due to the evolving nature of web traffic, the data presented here should be considered approximate and subject to revision. Learn more.