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Articles by Gary Orfield
NYC School Segregation Report Card: Still Last, Action Needed Now
Authors: Danielle Cohen, with a Foreword by Gary Orfield Date Published: June 10, 2021 Eight years ago, in 2014, The Civil Rights Project issued a report that raised awareness about the dire state of segregation in New York State and, in particular, New York City schools. That report spurred substantial activism, primarily led by student groups, parents, teachers, and administrators, which has been influential in the current integration efforts underway in NYC.
Colleges should help students get the information they need to vote in the upcoming election (opinion)
A chaotic year of plague, social unrest and significant change on campuses is also a year of extremely important national and state elections. While colleges must avoid partisanship, they should do everything they can to make certain that students (and staff) get all the information they need to participate and have their opinions registered and their votes counted.
School Integration in Gentrifying Neighborhoods: Evidence from New York City
Info Authors: Kfir Mordechay and Jennifer Ayscue, Foreword by Gary Orfield Date Published: March 12, 2019 In gentrifying areas of New York City, this research finds that a small but growing segment of middle-class, mostly White families is choosing to enroll their children in their neighborhood public elementary schools, thus increasing the diversity in those schools.
New York State’s Extreme School Segregation: Inequality, Inaction and a Damaged Future
New York has the most segregated schools in the country: in 2009, black and Latino students in the state had the highest concentration in intensely-segregated public schools (less than 10% white enrollment), the lowest exposure to white students, and the most uneven distribution with white students across schools. Heavily impacting these state rankings is New York City, home to the largest and one of the most segregated public school systems in the nation.
The Flawed Diagnosis of 'A Nation at Risk'
Thomas Toch's call in his April 23 Commentary for turning attention back to "A Nation At Risk" diagnosis 35 years ago fails to reflect the fact that the data in that report have long since been proved to be wrong ("When It Comes to Public Education, the Nation Is Still at Risk").
When choice fosters inequality
The Civil Rights Project was hired to identify barriers to equitable access in Buffalo (N.Y.) Public Schools’ criteria schools and propose solutions, which, if accepted by both parties, could resolve the civil rights violations and create more equitable access to those schools. The researchers found that students of color, low-income students, and English language learners faced barriers in four areas: information, preparation, admission criteria, and availability of choices.
Segregating Arizona’s English Learners: A Return to the "Mexican Room"?
by Patricia Gándara & Gary Orfield - 2012 Background:This study grew out of a recent Supreme Court case known as Horne v Flores. The case began in 1992 in Nogales, Arizona when a 4th grade English learner (EL), Miriam Flores, sued the district and the state for failing to provide her (and other EL students) with an appropriate education as guaranteed by the Equal Educational Opportunity Act of 1974.
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