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Research: Archive For your convenience, we have made an effort to include only final publications in our Research section. Use the Archive to search for all of our publications (working papers included) produced to date. The Civil Rights Project is proud to make available free copies of its final reports online. If you would like a bound paper copy of any of our books or final reports, please fill out our Order Form.
Index of all Research Items Confronting the Graduation Rate Crisis in TexasDaniel Losen, Gary Orfield, and Robert Balfanz. October 7, 2006 The most accurate method for tracking high school graduation rates is to provide each student with a single lifetime school identification number that would follow him or her throughout his or her entire school career. Texas has this system in place, but this report demonstrates that the official rates Texas has historically reported dramatically inflated graduation rates and other extended year measures of high school completion as much or more than most states lacking this capacity.
Tracking Achievement Gaps and Assessing the Impact of NCLB on the Gaps: An In-depth Look into National and State Reading and Math Outcome Jaekyung Lee. June 14, 2006 A primary goal of the federal No Child Left Behind Act is to improve achievement and narrow the achievement gap. This study compares scores on the National Assessment of Educational Progress (NAEP) with state assessment results and concludes that the high stakes testing and sanctions required by NCLB are not working as planned. The report demonstrates how over the past few years since NCLB's inception, state assessment results show improvements in math and reading, but students are not showing similar gains on the NAEP. It also shows that the federal accountability rules have little or no impact on racial and poverty gaps.
The End of Keyes -- Resegregation Trends and Achievement in the Denver Public Schools Catherine L. Horn and Michal Kurlaender. April 5, 2006 This report describes the academic achievement trends of students in Denver's elementary schools from 1994 to 2000. It begins with a brief introduction to the original 1973 Keyes decision and the path to its conclusion in 1995. It then presents a chronology of the standardized measures of academic achievement used by the Denver Public Schools and provides a descriptive longitudinal analysis of school-level Iowa Test of Basic Skills math performance (one of the standardized measures used by the district) for elementary schools in the district. The paper concludes with policy implications of the findings.
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