Civil Rights Data Exposes Persistent Racial Inequities in U.S. Public Schools

In January 2025, the U.S. Department of Education's Office for Civil Rights (OCR) released the Civil Rights Data Collection (CRDC) for the 2021-22 school year, revealing persistent racial disparities in public education. The comprehensive dataset highlights significant inequities in course offerings, teacher certification, and disciplinary practices, disproportionately affecting Black and Latino students.

The CRDC, a mandatory biennial survey conducted since 1968, collects data on key education and civil rights issues from over 17,000 school districts and more than 98,000 schools nationwide. The 2021-22 collection provides critical insights into student enrollment, access to courses, teacher qualifications, and school climate factors such as discipline and harassment.

Key Findings from the 2021-22 CRDC:

1. Course Offerings Disparities:
   High schools with high enrollments of Black and Latino students offered fewer courses in mathematics, science, and computer science compared to schools with lower enrollments of these groups. This limitation restricts students' opportunities to engage in STEM fields, potentially impacting their future academic and career prospects.

2. Teacher Certification Inequities:
   A significant majority (68%) of students attending public schools where fewer than half of the teachers met all state certification requirements were Black and Latino. The presence of uncertified teachers raises concerns about the quality of education and its long-term effects on student outcomes.

3. Discipline Practices and Law Enforcement Presence:
   Black students and Native American or Alaska Native students were 1.3 times more likely than White students to attend schools with a sworn law enforcement officer or security guard but no school counselor. This imbalance may contribute to the school-to-prison pipeline, where disciplinary practices lead to increased interactions with the criminal justice system.

4. Disproportionate Disciplinary Actions:
   Black boys and girls, Hispanic boys, White boys, boys of two or more races, and students with disabilities who received services under the Individuals with Disabilities Education Act (IDEA) were overrepresented in suspensions and expulsions compared to their overall K-12 enrollments. Such disparities highlight systemic issues in disciplinary practices within schools.

U.S. Secretary of Education Miguel Cardona emphasized the urgency of addressing these inequities, stating, "The newly released data show that we cannot be complacent – that inequities in access to educational opportunities based on race, sex, and disability persist in school opportunities."

Implications of the Findings:

• Educational Access and Achievement Gaps: Limited access to advanced courses for Black and Latino students can hinder their academic and career opportunities, perpetuating achievement gaps.

• Quality of Education: The prevalence of uncertified teachers in schools predominantly attended by Black and Latino students raises concerns about the quality of education and its long-term impact on student outcomes.

• School-to-Prison Pipeline: The higher likelihood of Black and Native American students attending schools with law enforcement presence but lacking counseling services contributes to the school-to-prison pipeline, where disciplinary practices may lead to increased interactions with the criminal justice system.

These findings underscore the need for targeted interventions and policy reforms to address persistent racial and ethnic disparities in the U.S. education system. Ensuring equitable educational opportunities for all students requires a commitment to addressing these systemic issues and implementing strategies that promote inclusivity and fairness in educational environments.