Facing the Consequences: An Examination of Racial Discrimination in U.S. Public Schools.

Abstract

In 1999, community organizations in several U.S. cities studied their local school districts to determine how they measured up in terms of racial justice. Using the computerized Racial Justice Report Card, they gathered data from 12 school districts. Only one district (Boston, Massachusetts) received a passing grade, and it was only a D. Results found glaring inequalities and discrimination in the public schools. African American students especially, along with Latino and Native American students, were suspended or expelled in disproportionate numbers. Students of color were more likely to drop out or be pushed out of school and less likely to graduate than were white students. They also had less access to advanced classes or programs for gifted students. The racial makeup of the teaching corps rarely matched that of the student body. This report recommends that all school districts be required to keep and publish annual key statistics on racial equity; schools must act immediately to correct uneven application of the most severe disciplinary actions; and schools must end academic tracking and open the way for all students to participate in a challenging curriculum. Appendixes contain results of the racial justice report cards for individual school districts and the text of California Senate Bill 81, which mandates collection and publication of key data for the state's public schools. (Contains 18 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. FACING THE CONSEQUENCES: AN EXAMINATION OF RACIAL DISCRIMINATION IN U.S. PUBLIC SCHOOLS Rebecca Gordon, Libero Della Piana, Terry Keleher ERASE Initiative A Project of the Applied Research Center March 2000 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. iMinor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. 1 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY F Rep ircipd_geseiwki_ TO IN THE EDUCATIONAL RESOURCES FORMATION CENTER (ERIC) 2 BEST COPY AVAILABLE