K-12 NCLB/Title I

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.

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Supplemental Educational Services under NCLB: Charting Implementation

Sunderman, Gail L.

(2007)

Increasing Bureaucracy or Increasing Opportunities? School District Experience with Supplemental Educational Service

(2007)

Domesticating a Revolution: No Child Left Behind Reforms and State Administrative Response

(2006)

This report examines the role of state education agencies in implementing NCLB, their capacity and expertise to meet its requirements, and how this capacity varies across states, including how states are meeting the increased financial and human resource demands of NCLB and how they are working with schools and districts identified for improvement under the law. A fundamental question is whether or not the state agencies have the resources, knowledge, and organizational capacity to intervene on the scale demanded by NCLB. In addition, the report traces the development of the state role in education and how this shaped both the structure of the educational system and the functions that state educational agencies perform. This historical development has implications for the ability of state agencies to meet the NCLB requirements since it establishes the existing conditions that states operate under. The report uses a case study methodology and data collected from six states (Arizona, California, Georgia, Illinois, New York, and Virginia) that are part of an ongoing study of NCLB.

The Unraveling of No Child Left Behind

(2006)

Teacher Quality: Equalizing Educational Opportunities and Outcomes

(2005)

Limited English Proficient Students: Increased Accountability Under NCLB

(2005)

Listening to Teachers: Classroom Realities and No Child Left Behind

(2004)

Expansion of Federal Power in American Education: Federal-State Relationships Under the No Child Left Behind Act, Year One

(2004)

Large Mandates and Limited Resources: State Response to the No Child Left Behind Act and Implications for Accountability

(2004)

Hard Work for Good Schools: Facts Not Fads in Title I Reform

(2001)

Improving educational opportunity for millions of poor children has been the basic goal of the Title I program for a third of a century. Critics say that the effort is a failure and supporters say that there were major gains. This volume presents research by many of the nation’s top experts on how to gain more from the investment. The studies raise a set of issues that have been ignored in the current debate over Title I, and call into question some of the basic assumptions underlying the education reform efforts of the last two decades. This volume contributes real evidence about educational gains and underscores the civil rights implications in this legislation. Better results from Title I are possible but they will not happen without intelligent focus on the evidence of what actually works and without vigorous administration of the law.

The Civil Rights Project / Proyecto Derechos Civiles

K-12 NCLB/Title I