Taking students to an art museum improves critical thinking skills, and more
Supplemental Study and Methodological Appendix
Flawed comparisons lead to overstated conclusions
At least three distinct theories have been proposed about how moving away from a majority-white teacher workforce would be beneficial for students of color.
As the diversity of students in our schools continues to grow, the arguments for policies meant to improve representation among teachers have more and more evidence to support them.
Policymakers seeking to improve the quantity and quality of educational options for families through private school choice programs should consider the opinions of the school leaders poised to serve those customers.
We are pleased that the authors of the Civil Rights Project (CRP) report on racial segregation in charter schools have chosen to respond to our reanalysis of the 2007-08 data. This dialogue is important as we attempt to move toward the most appropriate analytic strategies for this question. However, we take issue with three points made (or not made) in the CRP response.
Earlier this year the UCLA-based Civil Rights Project (CRP), jumped on the anti-charter bandwagon when it released “Choice without Equity: Charter School Segregation and the Need for Civil Rights Standards.” This was, in my view, just the latest salvo in a continuing barrage of assaults against charter schools by critics of choice. Sadly, this report received lots of uncritical publicity in major media outlets, despite obviously flawed analyses.