 |
|
|
|
|
|
"Recent research and anecdotal findings from the field support the need for the recruitment of teachers of color, the use of culturally relevant curriculum, cultural competency training for teachers, intentional efforts to diminish stereotype threats and to increase the expectations and rigor for students of color. "
- NCSD Research Brief #11
|
New NCSD Research Brief
By Carole Learned-Miller
Across the nation, school districts are intentionally integrating students of different racial and socioeconomic backgrounds in order to increase access to educational opportunity, boost achievement, and prepare students to be thoughtful and collaborative citizens in our multiracial society. Some districts have developed interdistrict integration programs in order to bring students together from neighboring towns or even an entire region.
While the benefits of interdistrict programs are many, district leaders must ensure the social emotional well-being of students who are attending schools outside of their home communities.
This brief highlights successful interdistrict integration programs and the practices their leaders and practitioners have employed to create welcoming and inclusive learning environments for their students.
|
Regulatory Review at the Department of Education
On June 22nd, the Department of Education issued a new notice in the Federal Register titled "Evaluation of Existing Regulations."
This notice
stems from Executive Order 13777, signed by President Trump on
February 24, 2017.
Executive Order 13777, titled
"Enforcing the Regulatory Reform Agenda," established a Federal policy "to alleviate unnecessary regulatory burdens" on the American people.
The new notice solicits public input on the evaluation of Department of Education regulations and guidance, seeking specific suggestions regarding what
regulations
and
guidance
the Department should consider altering, replacing, or eliminating.
In response, many civil rights organizations have crafted strong statements in defense of regulations and guidance that are critical to the establishment and enforcement of students' civil rights. The Leadership Conference for Civil and Human Rights has created a draft statement, available here, which can be edited by individuals and organizations that wish to comment on this public notice
Recently, the deadline for responses to the notice was extended, and comments are due by September 20th. Readers are encouraged to submit responses in support of regulations and guidance that protect students' civil rights at this portal.
|
Color of Law Book Tour Continues
Richard Rothstein continues his tour for the new book Color of Law, an impressive work of research and writing that e
xplodes the myth that America's cities came to be racially divided as the result of individual prejudices, personal choices to live in same-race neighborhoods, income differences, or the actions of private institutions like banks and real estate agencies. Instead,
The Color of Law
uncovers a forgotten history of how racially explicit policies of federal, state, and local governments created the patterns of residential segregation that persist to this day. See tour destinations and dates below.
|
|
This month, Magnet Schools of America, the national association of magnets and theme-based schools, announced the inaugural cohort of nationally certified magnet schools. The 55 members of this first group of recognized schools, which hail from 12 states (AL, CA, CT, FL, LA, MD, NC, NV, SC, TN, TX, WI), completed a nine-month evaluation process and demonstrated establishment of the
Magnet School Standards of Excellence in their schools.
This certification process is based on both the Magnet School Standards of Excellence and the five pillars of magnet schools, which include diversity, innovative curriculum and professional development, academic excellence, high-quality instructional
systems, and family and community partnerships.
|
|
|
Reimagining Education Recap
"An environment built on the promise of abolition, imagination, and education" - that's how one of nearly 500 educators, graduate students, parents, advocates and youth attending
Reimagining Education, Teaching and Learning in Racially Diverse Schools
described the 2
nd
annual Summer Institute. Held July 17-20 at Teachers College, Columbia University, the Institute provided professional development to help participants build districts, schools and classrooms that tap into the educational benefits of diversity. Featuring Teachers College faculty and graduate students as well as national experts, the Institute covered topics such as racial literacy (described in this
Village Voice article
), equity pedagogy (the subject of
this story in Chalkbeat
), and culturally sustaining leadership. For more information about potential online offerings as well as next year's Institute, contact
[email protected].
|
UNC Center for Civil Rights Publishes New Inclusion Project Report
In a new Inclusion Project report, the UNC Center for Civil Rights examines direct community-based, education advocacy in Duplin County. The Inclusion Project seeks to provide communities, advocates, funders, and policy makers with an understanding of the challenges facing excluded communities. The project began in 2013 with the release of "The State of Exclusion" report, and includes a series of county profiles analyzing the continuing impacts of the legacy of racial segregation.
|
|
In response to the horrific violence stemming from the
white nationalist gathering in Charlottesville, Virginia, Teaching Tolerance published an
article examining the "alt-right," which is an umbrella term incorporating a collection of far-right views at odds with traditional conservatism and multicultural society. The article examines the ideological movement, its origins on internet forums, recruitment via social media, and its current public leaders. A must-read for teachers, who have the opportunity to spot and stop the radicalization of impressionable young students.
|
|
|
In a new article in the Mitchell Hamline Law Review, Myron Orfield and Will Stancil tackle the question of how a metropolitan area noted for progressive politics and forward-thinking regional planning end up with significant racial disparities and intense segregation in white residential areas. The authors examine likely reasons for why the Twin Cities are more intensely segregated than other metropolitan areas with similar regional demographics, such as Portland and Seattle. The authors conclude that the forces driving segregation in the Twin Cities region include entrenched interests in the poverty housing industry and the poverty education complex working though local, regional, and state government channels to preserve the segregated status quo. The authors end on a call to action, indicating how even modest efforts could create significant change in the region.
|
|
Dr. Genevieve Siegel-Hawley, alongside colleagues from the University of Richmond and Housing Opportunities Made Equal (HOME) of Virginia, recently published a
new report examining the interrelated issues of housing and education segregation in the Richmond region. The report examines the region's changing demographics, and what growing diversity and deepening segregation mean for the reciprocal relationship between housing and schools.
|
|
|
SPLC seeks legal fellows for 2018-2020. Responsibilities will include:
- Conduct legal research and analysis and develop theories to support new litigation projects and advocacy campaigns;
- Draft legal memoranda, pleadings, affidavits, motions, and briefs;
- Interview witnesses and potential clients;
- Participate in discovery and trial practice;
- Attend meetings and/or conferences as needed.
|
|
The Senior Executive Director of Student Enrollment is responsible for informing and for overseeing all aspects of public school enrollment
The Senior Executive Director serves as a key advisor to the Deputy Chancellor and Chancellor on matters of student enrollment and admissions, as well as ensuring that all issues related to enrollment and admissions are addressed in accordance with applicable policies, procedures, and regulations, and overseeing much of the policy development and implementation of the New York City public school diversity plan.
|
|
|
|
Recently the Department of Education issued a recruitment call for peer reviewers and moderators for the 2017 iteration of the Promise Neighborhoods Competition. If selected, reviewers will read, comment on and score grant applications based on the extent to which applications responded to the selection criteria and competitive preference priorities.
|
|
Upcoming Events of Interest
|
|
National Coalition on School Diversity
c/o Poverty and Race Research Action Council
Mailing Address: 740 15th St. NW #300 Washington, DC 20005
Phone: 202-544-5066
|
|
|
|
|
|
|
|
|
|
