Civil Rights Project | NYC School Segregation Report Card Read the report here NYC School Segregation Report Card: Still Last, Action Needed Now Authors: Danielle Cohen, with a Foreword by Gary Orfield | Date Published: June 10, 2021 From the Executive Summary: 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. This report serves as an update to the 2014 report, which analyzed data up to 2010. The analysis of recent data in this report reveals trends from 2010-2018 in school segregation at the state, city, borough, and community district level. A number of findings resulted from this analysis. First, New York State retains its place as the most segregated state for black students, and second most segregated for Latino students (after California). Segregation patterns have persisted since 2010, and attendance in segregated schools has intensified for black students. More black and Latino students are attending schools with high levels of poverty. We found great disparities in racial/ethnic isolation between charter and traditional public schools. Charter schools have proliferated since 2010 and these remain the most highly racially isolated schools. We found slight decreases in the share of charter schools that are intensely segregated since 2010, except for in Queens where there has been a sharp increase in the share of segregated charter schools. There is great variation among racial/ethnic isolation among city boroughs and community school districts. Black and Latino students experience the greatest isolation in the Bronx, and white and Asian students have the highest isolation on Staten Island. Three community school districts have experienced modest diversification in their school enrollment: District 2 in Manhattan, District15 in Brooklyn and District 31 in Staten Island. Other specific findings can be found in the executive summary and full report: Executive Summary: NYC School Segregation Report Card Research Report: NYC School Segregation Report Card
Learning for Justice A project of the Southern Poverty Law Center, Learning for Justice is a curated a collection of resources for teachers. From film kits and lesson plans to the building blocks of a customized Learning Plan—texts, student tasks and teaching strategies—these resources will help you bring relevance, rigor and social emotional learning into your classroom—all for FREE. Not sure where to begin? Get to know the Social Justice Standards, anchor standards and age-appropriate learning outcomes divided into four domains—Identity, Diversity, Justice and Action. The Standards provide a common language and a road map for anti-bias education at every grade level.
ASIA COVID-19 Update on Services Asian Services In Action (ASIA) offers a variety of services, most at no cost or for a small fee. We believe in a “no wrong door” approach to our service delivery, with the best care. Clients who come to us for one service will have access to a multitude of other services found at our agency for themselves and their family. With six departments and the International Community Health Center (ASIA-ICHC), ASIA has two social service offices and two health center offices in Cuyahoga and Summit County. Click here to see which Social Services are still being provided during the COVID-19 crisis. For more information, coronavirus updates are available from the CDC, at https://www.cdc.gov/coronavirus/2019-ncov/index.html, and from the Ohio Health Department, at https://coronavirus.ohio.gov/wps/portal/gov/covid-19/.
Teaching Children About Race As US racial divisions and inequities grow sharper and more painful, the work of envisioning and creating systems of authentic racial inclusion and belonging in the United States remains work in progress. We believe that reversing the trend must begin in our homes, schools, and communities with our children’s hearts and minds. At EmbraceRace, we identify, organize – and, as needed, create – the tools, resources, discussion spaces, and networks we need to meet 4 goals: Nurture resilience in children of color Nurture inclusive, empathetic children of all stripes Raise kids who think critically about racial inequity Support a movement of kid and adult racial justice advocates for all children Visit their website at: https://www.embracerace.org/
Teaching for Black Lives Visit the website at https://www.teachingforblacklives.org/ “Teaching for Black Lives grows directly out of the movement for Black lives. We recognize that anti-Black racism constructs Black people, and Blackness generally, as not counting as human life. The chapters here in Teaching for Black Lives push back directly against this construction by not only providing educators with critical perspectives on the role of schools in perpetuating anti-Blackness, but also by offering educators concrete examples of what it looks like to humanize Black people in curriculum, teaching, and policy. Throughout the book, we demonstrate how teachers can connect the curriculum to young people’s lives and root their concerns and daily experiences in what is taught and how classrooms are set up. We also highlight the hope and beauty of student activism and collective action.” “We do not expect Teaching for Black Lives to end police violence against Black communities, stop anti-Black racism in schools, or end the school-to-prison pipeline. We do, however, see this collection as playing an important role in highlighting the ways educators can and should make their classrooms and schools sites of resistance to white supremacy and anti-Blackness, as well as sites for knowing the hope and beauty in Blackness. The ferocity of racism in the United States against black minds and black bodies demands that teachers fight back. We must organize against anti-blackness amongst our colleagues and in our communities; we must march against police brutality in the streets; and we must teach for Black lives in our classrooms. We call on others to join us in this fight.”
Talking to Kids About Police Brutality: A Community Resource List Talking to kids about police brutality and anti-Black racism: Resources for parents, caregivers, teachers, and community (originally written in 2016, updated in 2020) Visit the community resources list here “As radical childcare collectives, we join the millions who are heartbroken and horrified at the continuing examples in a long history of state violence against people of color, and specifically, against Black communities. We bear witness to the devastating effects of this systematized racism, especially on the youngest in our communities” “In our childcare work, it is made apparent to us that raising a Black child in this racialized atmosphere is in and of itself a revolutionary undertaking, an act of defiance against a world that says there is no place for them here. For people raising white and non-Black children, bringing them up with race-consciousness is a critical step towards challenging this violence. To this end, we have begun to collect resources that are helpful in this work. This list is a living document, and we encourage you to explore it, and add to it any resources that could aid all of us in this collective journey.” “We do this work because we believe that another world is not only possible, but coming into formation through the powerful leadership of Black organizing spaces like Black Lives Matter. It is the world that all of us long for: where all children can enjoy being children, precisely because Black communities are no longer subject to the oppression that has had such heavy impact for so long.” In struggle and solidarity, The Intergalactic Conspiracy of Childcare Collectives
Chicana M(other)work Collective | Social Justice Summer Curriculum for Children of Color Developed by the Chicana M(other)work Collective, this 6-week Social Justice Summer Curriculum was created with the intention of teaching children of color about different forms of oppression and social justice, and how they can create a more sociall just world through art, activism, critical thinking in writing, thought, dialogue, and building relationships. This curriculum was originally developed for children ages 4-10, but can be modified by other age groups. View the curriculum on their website, and see their statement below: “We, the Chicana M(other)work Collective, stand in solidarity with Black Lives Matter. In our collective, we identify as Afro-Xicana, Xicana, and Chicana-Indigena as a way to recognize the over 500 years of genocidal erasure and resistance. Through our work, we strive to make visible the experiences of Mothers of Color in our communities, institutions, and families. As Mothers of Color navigating and challenging state violence and racial injustice, we honor the voices and lived experiences and leadership of Black people as we work towards dismantling anti-Blackness in our communities while being accountable for our harms. We remain committed to the collective project of liberation. We’ve compiled this 6-week Social Justice Summer Curriculum because we believe that teaching abolition and liberation begins at home. We invite you to share, exchange, and develop this curriculum in your own small learning circles with your children and other parents/caregivers in your community. Feel free to adapt it to fit the needs of your circles and feel free to send us any suggested edits or ideas you may have for the future. En comunidad se hace todo/we do all things in/with community.”
Black Lives Matter Instructional Library A digital Black Lives Matter instructional library for children with links to Read-Aloud videos. Themes include activism and advocacy, self-love and empowerment, Black history, and a selection of books in Spanish. Visit the library here
PHLed | BLM Lesson Resources for Educators This guide was compiled by educators from the Teacher Action Group-Philadelphia, The Caucus of Working Educators, and Philadelphia Children’s March. It is intended to serve as a guide for educators to foster dialogue around the 13 Guiding Principles of Black Lives Matter and racial justice during the week of January 23-28, 2017. It was also intended to be made widely available and adaptable for individual classrooms of educators across the city and region. Readers are encouraged to contribute resources by adding them onto the research share or by emailing them to [email protected]. BlackLivesMatter_LessonResources
EmbraceRace | Supporting kids of color amid racialized violence EmbraceRace held this webinar with child psychologist Dr. Allison Briscoe-Smith on June 6, 2020 to discuss what conversations about policing, violence, safety, justice, and race we should be having with our children of color. Watch the video and read the transcript here