Community Voices: Feds probing school civil rights complaints
Nadra Kareem Nittle | 10/25/2011, 10:29 p.m.
WASHINGTON — The U.S. Department of Education is seeking to improve the quality of education for minority and poor public school students by aggressively launching civil rights investigations aimed at preventing district administrators from providing more services and resources to predominantly white schools.
Faced with public schools more segregated today than in the 1970s, the department is using the Civil Rights Act of 1964 to improve the quality of education for students from minority and low-income backgrounds. The department has outpaced the Bush administration in initiating civil rights probes.
During 33 months under the Obama administration, the department’s Office for Civil Rights (OCR) has launched 30 compliance reviews compared with the 22 begun during the eight-year Bush administration. Investigators determine whether school districts have violated Title VI of the Civil Rights Act of 1964, which prohibits discrimination on the basis of race, color and national origin in programs and activities receiving federal financial assistance.
“The civil rights laws are the most sorely underutilized tool in education reform and closing the achievement gap,” says Russlynn Ali, assistant secretary for civil rights, who has run the department’s OCR since May 2009.
Last year, Education Secretary Arne Duncan announced on the 45th anniversary of Bloody Sunday — the day that Alabama state troopers brutalized civil rights activists marching on the Edmund Pettus Bridge in Selma — that the department’s OCR would significantly increase enforcement actions. Duncan acknowledged that over the last 10 years, the office had not aggressively pursued Title 6 investigations to improve the quality of education for minority and poor students.
The OCR received about 7,000 complaints last year, a record for the department. School districts are being investigated for a range of possible violations, including failure to provide minority students with access to college- and career-track courses, not assigning highly qualified teachers to schools with predominantly minority students and disproportionately placing such students in special education courses and suspending minority students.
Judith A. Browne Dianis, co-director of the Advancement Project in Washington, D.C., which advocates for quality education, acknowledges a significant change in direction for the department’s OCR. Ali served as deputy co-director of the organization from 1999 to 2000.
“For years, we couldn’t rely on the federal government to enforce civil rights law, so now we have an Office for Civil Rights that is finally taking up the torch,” Browne Dianis says. “During the Bush administration, we wouldn’t encourage anyone to file a complaint. The feeling was that even if you filed a complaint, they probably wouldn’t investigate or would say there was no racial discrimination.”
Education Department officials express concern that a wide disparity exists between the achievement level of graduating white and African American high school students in specific subject areas, such as biology and math.
Data show that white students are six times better prepared than black students for college biology when they graduate from high school. White students are four times as prepared for college algebra as their black counterparts. Furthermore, white high school graduates are twice as likely to have completed Advanced Placement (AP) calculus courses as black or Latino graduates.