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Open Access Publications from the University of California

Founded in 1996 by former Harvard professors Gary Orfield and Christopher Edley, Jr., the Civil Rights Project/Proyecto Derechos Civiles is now co-directed by Orfield and Patricia Gándara, professors at UCLA. Its mission is to create a new generation of research in social science and law, on the critical issues of civil rights and equal opportunity for racial and ethnic groups in the United States. It has commissioned more than 400 studies, published 14 books and issued numerous reports from authors at universities and research centers across the country. The U.S. Supreme Court, in its 2003 Grutter v. Bollinger decision upholding affirmative action, and in Justice Breyer’s dissent (joined by three other Justices) to its 2007 Parents Involved in Community Schools decision, cited the Civil Rights Project’s research.

Cover page of NYC School Segregation Report Card: Still Last, Action Needed Now!

NYC School Segregation Report Card: Still Last, Action Needed Now!

(2021)

Eight years ago, in 2014, The Civil Rights Project issued a report that raised awareness about the dire state of segregation in New York State and, in particular, New York City schools. That report spurred substantial activism, primarily led by student groups, parents, teachers, and administrators, which has been influential in the current integration efforts underway in NYC. This report serves as an update to the 2014 report, which analyzed data up to 2010. The analysis of recent data in this report reveals trends from 2010-2018 in school segregation at the state, city, borough, and community district level.

Cover page of Dallas Diversity and Inclusion Study

Dallas Diversity and Inclusion Study

(2021)

Dallas, one of the nation’s largest central cities in its most rapidly growing metropolitan areas, has had a shrinking school district in the midst of major housing development. A surge in housing costs since the Great Recession has led to the return of middle class and white families to a number of communities but that has not been reflected in the student population. In response to the challenge of closing more schools and losing out to expanding charters, the DISD leadership decided to create some new schools and restart some older ones with programs designed both to attract new and non-public school families and to offer new choices to the families of color and low income families already in the system. This commitment to quality and diversity is still relatively modest but could hold real promise for both the city’s schools and as a national example of creative leadership. Because of our long-term interest in integration and quality schooling for all students we decided to work with colleagues at SMU Mission Foods Texas-Mexico Center to do a case study of several of the schools produced by this effort. While the effort is very much a work in progress, this report shows that it can succeed with the right programs and leadership and it deserves further investment by the city, private foundations, and the state and federal governments.

Cover page of Black Segregation Matters: School Resegregation and Black Educational Opportunity

Black Segregation Matters: School Resegregation and Black Educational Opportunity

(2020)

This report shows that the segregation of Black students has increased in almost every region of the nation, and that Black students in many of nation’s largest school districts have little access to or interaction with White, Asian or middle-class students. The report documents substantial Black enrollment in suburban schools, but high levels of segregation in them. Several of the nation’s largest states, including California, New York and Texas, are among the nation’s most segregated in terms of exposure of Black students to their White counterparts. The study details how the national student population is changing and examines the basic patterns of enrollment, segregation and integration across the U.S. The analysis includes enrollment and segregation trends for the past several decades, nationally, by region, community type, and poverty level, and showing the most and least segregated states along multiple measures.

Cover page of School Integration in Gentrifying Neighborhoods: Evidence from New York City

School Integration in Gentrifying Neighborhoods: Evidence from New York City

(2019)

gentrification, demographic change, school demographics, school integration