scholarly journals An examination of the bidirectional relationship between federal civil rights guidance and research

2020 ◽  
Vol 28 ◽  
pp. 104
Author(s):  
Maria M. Lewis ◽  
Sarah Kern
Keyword(s):  
School Districts ◽  
Civil Rights ◽  
Department Of Education ◽  
Admissions Policies ◽  
Office For Civil Rights ◽  
Legal Obligations ◽  
Bidirectional Relationship ◽  
Guidance Documents ◽  
Research Questions ◽  
Policy Guidance

As the primary agency responsible for enforcing federal civil rights laws in the educational context, the U.S. Department of Education Office for Civil Rights (OCR) issues policy guidance to help ensure that school districts and universities understand their legal obligations. These policy guidance documents have direct connections to topics studied by educational researchers (e.g., disproportionality in special education, race conscious admissions policies in higher education, transgender student inclusion, etc.). However, we do not have an empirical understanding of how this guidance is used by the research community. Nor do we have a strong grasp on the extent to which this guidance is explicitly informed by research. It is important to acquire an empirical understanding of the bidirectional relationship between research and educational policy in the context of civil rights enforcement in order to determine areas of strength and those in need of improvement. Specifically, this study poses the following research questions: 1) How often and in what ways do scholars explicitly use OCR policy guidance to inform their research? What are the characteristics of this research? 2) Conversely, how often and in what ways does OCR explicitly use research to inform policy guidance? What are the characteristics of research cited in OCR guidance?

Responsibilities of Colleges and Universities to Provide Print Access for Students with Visual Impairments

1998 ◽  
Vol 92 (5) ◽  
pp. 269-275 ◽  
Author(s):  
J.C. Senge ◽  
J. Dote-Kwan
Keyword(s):  
Civil Rights ◽  
Visual Impairments ◽  
Colleges And Universities ◽  
Department Of Education ◽  
Office For Civil Rights ◽  
Print Access ◽  
The U.S

This article reviews the legislation related to the accessibility of information in colleges and universities. On the basis of statements and letters of findings from the U.S. Department of Education, Office for Civil Rights, it discusses the responsibilities of colleges and universities in this area.

scholarly journals Estimating the Impact of Expulsions, Suspensions, and Arrests on Average School Proficiency Rates in Ohio using Fixed Effects

2020 ◽  
Author(s):  
Christopher Yaluma ◽  
Alexis Little ◽  
Michael Leonard
Keyword(s):  
Civil Rights ◽  
Fixed Effects ◽  
Department Of Education ◽  
Report Cards ◽  
School Identification ◽  
Office For Civil Rights ◽  
Common School ◽  
Education Statistics ◽  
The One ◽  
The Impact

<p>This study uses panel data (2011-12, 2013-14, 2015-16) from three sources—the US Department of Education Office for Civil Rights (OCR), the National Center for Education Statistics’ Common Core Data (CCD), and the Ohio Department of Education (ODE) school report cards. These data were then merged using a common key to create one large dataset. OCR and CCD data have a common school identification key that was readily available. Data from ODE contained Building and District identification numbers that were concatenated to create a school ID that was identical to the one in the other two datasets.</p>

scholarly journals Estimating the Impact of Expulsions, Suspensions, and Arrests on Average School Proficiency Rates in Ohio using Fixed Effects

2020 ◽  
Author(s):  
Christopher Yaluma ◽  
Alexis Little ◽  
Michael Leonard
Keyword(s):  
Civil Rights ◽  
Fixed Effects ◽  
Department Of Education ◽  
Report Cards ◽  
School Identification ◽  
Office For Civil Rights ◽  
Common School ◽  
Education Statistics ◽  
The One ◽  
The Impact

<p>This study uses panel data (2011-12, 2013-14, 2015-16) from three sources—the US Department of Education Office for Civil Rights (OCR), the National Center for Education Statistics’ Common Core Data (CCD), and the Ohio Department of Education (ODE) school report cards. These data were then merged using a common key to create one large dataset. OCR and CCD data have a common school identification key that was readily available. Data from ODE contained Building and District identification numbers that were concatenated to create a school ID that was identical to the one in the other two datasets.</p>

Gifted Education and Discrimination: The Role of the Office for Civil Rights

1995 ◽  
Vol 18 (1) ◽  
pp. 87-94 ◽  
Author(s):  
Ronald G. Marquardt ◽  
Frances A. Karnes
Keyword(s):  
Civil Rights ◽  
Gifted Education ◽  
Department Of Education ◽  
Freedom Of Information ◽  
Gifted Programs ◽  
Freedom Of Information Act ◽  
Office For Civil Rights ◽  
Geographic Regions

A recurrent problem in gifted education has been charges of discriminatory practices. In recent years the Office for Civil Rights (OCR), U.S. Department of Education, has been active in examining gifted programs to determine whether they are operating in a nondiscriminatory manner. The purpose of this article is to examine the amount of activity by the OCR involving gifted programs through the years 1985–1991. Using the Freedom of Information Act, 48 letters of findings were obtained from the OCR. The letters were analyzed as to the issues involved, protected classes, the geographic regions, and the results of the investigations.

A Comprehensive and Practical Approach to Policy Guidance: The Office for Civil Rights’ Role in Education During the Obama Administration

2018 ◽  
Vol 48 (1) ◽  
pp. 51-60 ◽  
Author(s):  
Maria M. Lewis ◽  
Liliana M. Garces ◽  
Erica Frankenberg
Keyword(s):  
Civil Rights ◽  
Critical Role ◽  
Practical Approach ◽  
Access To Education ◽  
Equitable Access ◽  
Obama Administration ◽  
Office For Civil Rights ◽  
Current Context ◽  
Policy Guidance ◽  
Trump Administration

As the federal entity in charge of enforcing civil rights law, the U.S. Department of Education’s Office for Civil Rights (OCR) plays a critical role in addressing the vast inequities that exist in U.S. education. Through an analysis of the policy guidance OCR issued for a number of areas during the Obama administration, we illustrate the agency’s comprehensive and practical approach to helping ensure that young people from different backgrounds have equitable access to education and equitable experiences once enrolled. This review provides the foundation for understanding civil rights enforcement in the current context of inequality; it is particularly timely, as the Trump administration has begun a rollback of existing guidance, which has concerning implications for students’ civil rights.

scholarly journals Estimating the Impact of Expulsions, Suspensions, and Arrests on Average School Proficiency Rates in Ohio using Fixed Effects

2020 ◽  
Author(s):  
Christopher Yaluma ◽  
Alexis Little ◽  
Michael Leonard
Keyword(s):  
Civil Rights ◽  
Fixed Effects ◽  
Department Of Education ◽  
Report Cards ◽  
School Identification ◽  
Office For Civil Rights ◽  
Common School ◽  
Education Statistics ◽  
The One ◽  
The Impact

<p>This study uses panel data (2011-12, 2013-14, 2015-16) from three sources—the US Department of Education Office for Civil Rights (OCR), the National Center for Education Statistics’ Common Core Data (CCD), and the Ohio Department of Education (ODE) school report cards. These data were then merged using a common key to create one large dataset. OCR and CCD data have a common school identification key that was readily available. Data from ODE contained Building and District identification numbers that were concatenated to create a school ID that was identical to the one in the other two datasets.</p>

scholarly journals The inequitable consequences of school disciplinary policies on Black girls in Ohio

2021 ◽  
Vol 5 (2) ◽  
pp. 175-184
Author(s):  
Terry Husband ◽  
Shamaine Bertrand
Keyword(s):  
School Districts ◽  
Civil Rights ◽  
Black Girls ◽  
Black Boys ◽  
School Suspension ◽  
Suspension Rates ◽  
Office For Civil Rights ◽  
Discipline Policies ◽  
Out Of School ◽  
Policies And Practices

Studies have examined the effects of school disciplinary policies and practices on Black boys. Much of this research highlights the degree to which many of these disciplinary policies and practices have affected Black boys in P-12 contexts in negative ways. A small and emerging body of scholarship has begun to investigate the effects of school discipline policies and practices in P-12 contexts on Black girls. The focus of this study was to investigate the effects of disciplinary policies on Black girls in comparison to girls from other races in the 15 largest school districts in Ohio. Drawing from recent out-of-school suspension data from the Office for Civil Rights Data Collection, we examined the degree to which Black girls were suspended out of school in the 15 largest school districts in Ohio. More specifically, out-of-school suspension rates (1 or more suspensions combined) for Black girls in relation to the suspension rates of girls from other racial backgrounds was analyzed. Findings indicated that Black girls were suspended at disproportionately higher rates in the majority of the districts in this study. Recommendations for practice are discussed.

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