Office for Civil Rights

2020 ◽  
pp. 677-680
1998 ◽  
Vol 92 (5) ◽  
pp. 269-275 ◽  
Author(s):  
J.C. Senge ◽  
J. Dote-Kwan

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.


2017 ◽  
Vol 20 (3) ◽  
pp. 37-55 ◽  
Author(s):  
Katherine Cumings Mansfield ◽  
Amy Gray Beck ◽  
Kakim Fung ◽  
Marta Montiel ◽  
Madeline Goldman

Gender discrimination and sexual harassment persist on college campuses across the United States. This seems especially obvious at the beginning of the academic year when many freshman women and their parents are welcomed to campus with sexually explicit signs displayed on all-male residences. But, sometimes, sexual harassment and gender discrimination takes a subtler form, creating unique challenges for administrators. This article presents the true case of a professional fraternity party gone awry, testing the leadership skills of several college administrators. The case provides a platform for educational leadership students to apply the theories they are learning in their preparation programs to real-life situations. This case is important and timely as educational leaders across the p-20 pipeline struggle to navigate the U.S. Department of Education Office for Civil Rights’ 2011 directives concerning defining and responding to allegations of sexual assault and harassment.


1979 ◽  
Vol 49 (4) ◽  
pp. 504-526 ◽  

Title IX of the Education Amendments of 1972 specifically prohibits discrimination on the basis of sex in elementary and secondary schools, colleges, and universities. It states: "No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance...." Conflict over the formulation and interpretation of the regulation erupted immediately after the passage of Title IX, and its statutory limits continue to be tested, increasingly in the courts, across the country. This interview explores the effects of Title IX and the controversy surrounding its implementation. Five women, each uniquely involved with the short but volatile history of Title IX, discuss its implications and potential for ensuring a more equitable educational system. The interview participants include The Honorable Shirley Chisholm, Democratic Congresswoman from New York; Mary Jolly, Staff Director and Counsel to the Senate Subcommittee on the Constitution chaired by Senator Birch Bayh; Leslie Wolfe, Director of the Women's Educational Equity Act Program, and formerly Special Assistant to the Assistant Secretary for Education, who earlier had been Deputy Director of the Women's Rights Program of the Commission on Civil Rights; Cindy Brown, Principal Deputy Director of the Office for Civil Rights in HEW; and Holly Knox, Director of PEER, the Project on Equal Education Rights of the NOW Legal Defense and Education Fund, and former Legislative Specialist in the United States Office of Education.


2020 ◽  
Vol 28 ◽  
pp. 104
Author(s):  
Maria M. Lewis ◽  
Sarah Kern

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?


2020 ◽  
Author(s):  
Christopher Yaluma ◽  
Alexis Little ◽  
Michael Leonard

<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>


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