Race Equity

IDRA EAC-South Technical Assistance

The IDRA EAC-South’s capacity-building technical assistance can help state and local education agencies in addressing inequities and desegregation issues impacting race equity. These issues may be self-identified or identified through an active school desegregation court order, an Office for Civil Rights resolution, or an investigation by a federal or state civil rights enforcement agency.

Among other benefits, promoting race equity for all students can help schools ensure equal opportunity for high academic achievement, improved school climate, and meaningful family and community engagement.

To ask about the availability of services for your school or school district, complete an intake form.

How racial equity might manifest itself in schools
  • Disproportionate school disciplinary practices for students of color.
  • Segregated student assignments between and within schools.
  • Inequitable access to advanced, college-preparatory coursework.
  • High teacher turnover and inequitable teacher quality assignments for high-minority enrollment schools.
  • Role of implicit bias and lack of cultural competency lead to lower expectations and differing treatment for students of color in the classroom.
  • Parents and families from underserved communities are disengaged with schools.
  • Inequitable opportunities-to-learn lead to lower student achievement, low graduation rates and high in-grade retention rates for students of color.
Examples of technical assistance and training available through the IDRA EAC-South
  • Assess discipline policies and practices and make recommendations to ensure loss of learning time is reduced, school climate improves and equity is achieved for all students.
  • Co-collaborate on equity plans to address current civil rights compliance issues.
  • Provide professional development to school leaders and educators on cultural competency and implicit bias and co-create train-the-trainer models.
  • Co-develop and assist with the implementation of school desegregation plans.
  • Develop tools for monitoring and ensuring fidelity of implementation of district and/or school improvement plans.

See our resource page for tools on educational equity and race. Highlights are below.

eBook: Resources on Student Discipline Policy and Practice

According to the Office for Civil Rights, Black students are suspended and expelled at a rate three times greater than white students. Harsh punishments are disproportionately used on children of color, low-income children, children with disabilities, and LGBT youth. These practices discourage children from attending school and increase the risk of students dropping out.

See eBook

This eBook by IDRA provides links to tons of resources for schools, communities and policymakers, including data, toolkits, videos, best practices and strategies.

eBook: Resources on Student Discipline Policy and Practice (second edition)

Classnotes Podcast Episode: Using Socioeconomic Status for School Integration – #172

There is no doubt that diverse classrooms have significant benefits for students both socially and academically, while segregated learning settings are not just benign but detrimental to students and their communities. School integration, then, is critical. Regrettably, many schools across the country have re-segregated along racial and ethnic lines.

Get details and listen

David Hinojosa, J.D., director of the federally-funded IDRA EAC-South, discusses how some school districts in the South have turned to using students’ socioeconomic backgrounds to help integrate schools. David is interviewed by Hector Bojorquez, associate director of the IDRA EAC-South.

Listen now: Using Socioeconomic Status for School Integration – #172


Article: Using Socioeconomic Indicators as a Tool for School Diversity and Integration

As many schools across America have re-segregated along racial and ethnic lines, several school leaders are looking for solutions that can help reverse course. Recognizing the several academic and social benefits stemming from diverse students learning together, some school districts in the South have turned to using students’ socioeconomic backgrounds (SES) to help integrate schools.

Read article

The Century Foundation reports that, nationwide, 32 of the 91 schools and districts using SES strategies are located in the southern federal Region II (Potter, et al., 2016). The IDRA EAC-South has assisted several districts with school integration plans and is available to assist others in Region II* with technical assistance in this area.

Read article: Using Socioeconomic Indicators as a Tool for School Diversity and Integration, by David Hinojosa, J.D., and Erica Frankenberg, Ed.D., IDRA Newsletter, April 2017