Racial Equity and Community-Informed Policies

The K-12 Education team intentionally applies an explicit race and resource equity lens to our policy and research agenda. This means looking at potential impacts on communities who do not identify as white or who have large concentrations of families with low incomes, without conflating the two. We aim to set a standard where equity is not just a trendy concept, but rather one centered in all education policymaking and practice, and where institutional racism is called out and addressed as a barrier to progress. See the K-12 Education team’s other core priority areas:

  1. College, Career, and Civic Readiness
  2. Modernizing and Elevating the Teaching Profession
  3. Investment and Funding Equity in Public Education

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Closing Advanced Coursework Equity Gaps for All Students
Report Tenth-grade students make programming adjustments to a robot that they are testing in a Computer Science Principles course at a Maryland high school, December 2017. (Getty/Marvin Joseph/The Washington Post)

Closing Advanced Coursework Equity Gaps for All Students

Even in high schools with similar levels of access to advanced coursework, Black, Latinx, and Indigenous students are less likely to be enrolled in advanced courses—and even when they are enrolled, they experience less success in these courses than their peers.

Roby Chatterji, Neil Campbell, Abby Quirk

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Education Policies Need To Address the Unique Needs of Asian American and Pacific Islander Communities Report
A group of young (1st grade) Asian students dressed in colorful traditional clothing, standing in front of a microphone. They are holding sheets of light yellow paper, performing folk poetry for the Hmong American Day celebration at the state capitol.

Education Policies Need To Address the Unique Needs of Asian American and Pacific Islander Communities

The Center for American Progress is conducting new research that uplifts the lived experiences in public education of Asian American and Pacific Islander communities. This research will advance CAP’s ongoing work to apply an explicit racial equity lens to K-12 education policymaking.

Roby Chatterji, Jessica Yin

How Students Can Help Build Better Education Policy Report
 (A student raises a hand during a seventh and eighth grade math tutoring workshop in Fullerton, California, November 2014.)

How Students Can Help Build Better Education Policy

The Education Department has an opportunity to reimagine the policymaking process by committing to incorporating student voice.

Ashley Jeffrey, Sadie Bograd

Social and Emotional Supports for Educators During and After the Pandemic Report
 (Two female teachers are pictured in an empty classroom talking and bent forward looking at a laptop screen; picture is taken from the other side of a door with a glass pane with a

Social and Emotional Supports for Educators During and After the Pandemic

As K-12 districts and schools plan for recovery from the COVID-19 pandemic, it is essential that providing social and emotional supports for educators is a key part of the conversation.

Megan Ferren

Remote Learning and School Reopenings: What Worked and What Didn’t Report
 (A high school freshman returns to campus for the first time since schools closed due to the coronavirus, as students return for in-person instruction at a high school in Long Beach, California, March 2021.)

Remote Learning and School Reopenings: What Worked and What Didn’t

As the United States recovers from the COVID-19 pandemic and schools return to in-person learning in the fall, it is key that educators learn from the successes of the past year and avoid making the same mistakes.

Megan Ferren

Closing Advanced Coursework Equity Gaps for All Students Report
Tenth-grade students make programming adjustments to a robot that they are testing in a Computer Science Principles course at a Maryland high school, December 2017. (Getty/Marvin Joseph/The Washington Post)

Closing Advanced Coursework Equity Gaps for All Students

Even in high schools with similar levels of access to advanced coursework, Black, Latinx, and Indigenous students are less likely to be enrolled in advanced courses—and even when they are enrolled, they experience less success in these courses than their peers.

Roby Chatterji, Neil Campbell, Abby Quirk

Preparing Students of Color for the Future Workforce Report

Preparing Students of Color for the Future Workforce

Community members in Indiana and New Mexico provide context on how Black, Latinx, and Indigenous students should be fully prepared for the future workforce.

Ashley Jeffrey, Laura Jimenez

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