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Racial Ethnic Data in Schooling: A tool in the struggle for educational justice Jeannie Oakes, UCLA Institute for

UCLA/IDEA. Removing race from the equation will force our state government to look at actual people and solve real problems" Ward Connerly www.racialprivacy.org . Recent history suggests otherwise. UCLA/IDEA. 1963. LAUSD pressed by civil rights groups to investigate inequalityPowerful student and teacher testimonials speak to discriminatory treatmentNo hard data"Wish to remain color blind"No action.

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Racial Ethnic Data in Schooling: A tool in the struggle for educational justice Jeannie Oakes, UCLA Institute for

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    1. UCLA/IDEA Racial & Ethnic Data in Schooling: A tool in the struggle for educational justice Jeannie Oakes, UCLA Institute for Democracy, Education and Access

    2. UCLA/IDEA “Removing race from the equation will force our state government to look at actual people and solve real problems” Ward Connerly www.racialprivacy.org

    3. UCLA/IDEA 1963 LAUSD pressed by civil rights groups to investigate inequality Powerful student and teacher testimonials speak to discriminatory treatment No “hard data” Wish to remain “color blind” No action

    4. UCLA/IDEA 2000 Racial disparities in access to Advanced Placement courses

    5. UCLA/IDEA 2000

    6. UCLA/IDEA 2000 Students denied opportunity to meet elite university admissions requirements SES “explains” some, but not nearly all disparities ACLU acts on behalf of Rasheda Daniel Marta Escutia’s legislative response AP Challenge Grant Program

    7. UCLA/IDEA Data: “hard evidence” of a problem “Two Schools” at Santa Monica High

    8. UCLA/IDEA “Two Schools” College Opportunity Ratio

    9. UCLA/IDEA A “good” school? no relative advantage

    10. UCLA/IDEA Data: “hard evidence” of improvement More Latinos and African Americans participating in student government; More taking more rigorous curricula, More getting good grades; More applying for and enrolling in four-year universities. White and Asian students continued to thrive “Actual people” solved “real problems” once they had the data to see them. None of this would be legal under Proposition 54.

    11. UCLA/IDEA Advanced Coursetaking Santa Monica High

    12. UCLA/IDEA

    13. UCLA/IDEA Derek Mitchell’s On-line Course Placement Experiment

    14. UCLA/IDEA Findings & Practical Application

    15. UCLA/IDEA NCLB will reveal Racial achievement gaps Racial graduation gaps Racial college enrollment gaps

    16. UCLA/IDEA What NCLB will not reveal Racial teacher quality gaps Racial instructional materials gaps Racial course taking gaps Racial facilities gaps

    17. UCLA/IDEA

    18. UCLA/IDEA

    19. UCLA/IDEA Schools with Latino and African American majorities greater shortages of textbooks and instructional materials; teachers twice as likely to report available materials to be “only fair” or “poor” quality Harris teacher survey, 2002

    20. UCLA/IDEA

    21. UCLA/IDEA

    22. UCLA/IDEA

    23. UCLA/IDEA

    24. UCLA/IDEA COR: Statewide Averages

    25. UCLA/IDEA COR: Within School Disparities

    26. UCLA/IDEA The bottom lines: Solid social science analyses—with no data off limits—counters the cultural temptation is to blame “those kids,” “those families,” and “those people” for schooling problems It also counters the denial of well-intentioned educators enacting institutional racism Our first line of defense is valid and credible evidence—evidence that allows us to see “actual people” and “real problems.”

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