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Racial equity can be defined as "the condition that would be achieved if one's race identity no longer influenced how one fares." (from "Awake to Woke to Work: Building a Race Equity Culture" by Equity in the Center). This collection focuses on racial equity and also includes works that explore the larger diversity, equity, and inclusion (DEI) framework. Our aim is to raise awareness about funding for racial equity efforts as well as activities in the social sector meant to realize racial equity. The collection is part of Candid's Funding for racial equity special issue website.

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"Endless Walk!" by Rayhane saber licensed through Unsplash

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The Heart Work of Hard Work: Black Teacher Pipeline Best Practices at HBCU Teacher Education Programs

February 8, 2024

This report by the UNCF Frederick D. Patterson Research Institute examines the best practices implemented at Historically Black Colleges and Universities (HBCUs) teacher preparation programs, which result in these institutions being significant producers of Black teachers for America's public education system.This report builds on the HBCU teacher preparation program scholarship by providing a snapshot of the recruitment, curricular, and co-curricular practices implemented at these institutions to strengthen the Black teacher pipeline. Through the voices of faculty, staff, and students at four HBCU teacher preparation programs, this report will introduce practices that support their Black pre-service teachers.

Justice Is The Foundation: Assessing Philanthropy’s Commitment to Racial Equity & Justice in Education (2024)

February 1, 2024

The Schott Foundation for Public Education worked with Candid, a center for nonprofit resources and tools, over the past four years to critically examine K-12 education philanthropy's grantmaking priorities. Our project, Justice Is The Foundation, assesses the collective philanthropic impact of giving in the education sector through a lens of racial equity and racial justice. We believe that education philanthropy has an important and irreplaceable role to play in building a more just and equitable society: public schools touch 90% of students in the U.S., are often de facto centers of community and neighborhood cohesion, and have been a focal point of racial justice movements since Reconstruction. In early 2021, Schott launched this project with the first data set from our collaboration, Candid's data on grants made from 2017-2019. To ensure a more reliable picture of the kinds of grants we are examining—comparatively small slices of a much large sector—and to account for different grant cycles, we selected a three-year period for study. In our second report, released in August 2022, we covered grants made from 2018-2020. This current report, the third in our series, covers 2019-2021: for the first time fully encompassing the racial justice uprisings of 2020 and philanthropy's response.

The Great Eight: A Resource Guide Dedicated to Alabama's Historically Black Community Colleges & Predominantly Black Community Colleges (HBCC/PBCC)

November 9, 2023

This resource guide focuses on Alabama's Historically Black Community Colleges and Predominantly Black Community Colleges and provides detailed information about the enrollment, retention, transfer and graduation rates at these institutions. 

Affirmative Action in Higher Education: The Racial Justice Landscape after the SFFA Cases

October 2, 2023

This report includes approaches that institutions can implement to increase diversity in higher education. The report offers concrete solutions to college students, education professionals, individuals, and institutions looking to further their commitment to pursuing racial equity. And it suggests ways to bring fair and robust educational opportunities to all students, paving the way for institutions to admit individuals from varied backgrounds to create a diverse campus that reflects the extensive resources  and potential of our multiracial democracy.

Race, Elite College Admissions, and the Courts: The Pursuit of Racial Equality in Education Retreats to K–12 Schools

June 12, 2023

If the Supreme Court bans race-conscious affirmative action, as expected, selective higher education institutions almost certainly will become less diverse, reducing the rates of degree attainment among students from historically underrepresented racial/ethnic groups. This report explores the legal history of racial equity in education, evaluates alternatives to using race/ethnicity in college admissions, and considers changes to the K–12 education system that would improve educational opportunity. In the long term, the only way to ensure diversity at selective higher education institutions is to confront the segregation and inequity in K–12 education and society at large.

Race-Conscious Affirmative Action: What's Next

March 27, 2023

An expected national ban on the consideration of race in college admissions will threaten the racial and ethnic diversity of students at selective colleges unless these colleges fundamentally alter their admissions practices. Race-Conscious Affirmative Action: What's Next finds that selective colleges barred from considering race and ethnicity in their admissions decisions may be able to partially claw back some racial/ethnic diversity using class-conscious admissions practices, but they will be extremely unlikely to enroll student bodies that come close to mirroring the demographic diversity of the high school class.

Dismantling the Pre-School to Prison Pipeline Through Black Literacy and Education for Transformation: Recommendations for school leaders, parents and policymakers

March 18, 2023

Literacy has been weaponized against Black families and children since the first Europeans began kidnapping Africans for the purposes of enriching themselves through chattel slavery. This study is an examination of how that weaponization of literacy has evolved, manifesting in our contemporary world as a system of interlocking oppressions that we shorthand here as the "Pre-School to Prison Pipeline."While the challenges we identify, document, and analyze in this paper are ancient, we propose realistic solutions, all of which revolve around the need for increased effectiveness and investment in literacy and educational opportunity for Black children.The African continent and the many peoples who live in its diaspora have always enjoyed rich literary traditions. While those traditions were upended by enslavement, obfuscated by the plantation, constrained by Jim Crow, and further marginalized by an ever-expanding system of mass incarceration, there has never been a moment in that history when the candle of our great literacy traditions was extinguished.This paper examines the various tools that oppressors have used to suppress Black literacy; the ways in which Black families have resisted that suppression; and the policies, practices, changes, and investments that we need now to ensure that our children, and their children, can thrive, no matter what the future holds

Race, Ethnicity, and the Design of State Grant Aid Programs

January 26, 2023

Most states use need-based state grant programs to reduce financial barriers to college for students from low-income households. The policy design and eligibility requirements of these grant programs vary from state to state and even across sectors. But some policies may unintentionally disproportionately exclude students from underrepresented racial and ethnic minority groups.In this report, we analyze data on students who attend college in their state of legal residence and examine how the characteristics of need-based state grant programs affect students from different racial and ethnic groups. We focus on 11 states with significant need-based grant programs and examine both program structure and the distribution of aid among students from different racial and ethnic groups. We find that some of the eligibility restrictions for state grants, including those based on time part-time enrollment, time since high school graduation, and high school academic record, may have differential impacts by race and ethnicity.The data show that differences in aid receipt are not as large or as prevalent as one might expect, but in some states, Black, Hispanic, or Asian students are less likely than others in similar financial circumstances to receive state grant aid. These differences usually do not occur within the public four-year sector but occur either among public two-year college students or among college students overall. Another significant issue is the relatively small share of state grant aid going to students attending public two-year colleges, which tend to enroll relatively large shares of Black and Hispanic students.Each state has a unique program design for need-based aid, and both student demographics and enrollment patterns vary considerably among states, so the most effective policies will differ from state to state. If states want to ensure inclusivity in their need-based state grant programs, they would be well advised to examine their policies for differential impacts by race and ethnicity.

Racial and Ethnic Disparities in K-16 Education in Rhode Island

January 26, 2023

Racial and ethnic disparities have existed in the United States and Rhode Island from its founding. Removal of Native Americans, several centuries of slavery, a century of Jim Crow laws, and residential segregation created large gaps in academic access and attainment for Students of Color. While policies that created segregated schools ended decades ago, America and Rhode Island have yet to see a truly integrated educational system that produces high-quality educational opportunities for all.In the U.S., Black and Latino students have become increasingly segregated from white students over the last 30 years. Black and Latino students generally attend schools in which students are disproportionately Students of Color and high-poverty, while white students attend schools in which students are disproportionately white and low-poverty.Students in schools with high concentrations of low-income students and Students of Color have unequal educational opportunities when compared with the educational opportunities available to students who attend schools that are more diverse or that have mostly higher-income or predominantly white students because the schools they attend have more absences, lower graduation rates, teachers who have less classroom experience, and more teachers who are teaching outside their subject area of expertise.

How Income-Driven Repayment Plans Fail Black Borrowers

November 16, 2022

Approximately 43 million Americans collectively owe $1.6 trillion in federal student loan debt, but this debt is not borne equally by all. Black borrowers are amongst those most negatively impacted by student loans due to the ongoing effects of systemic racism, the inequitable distribution of wealth, a stratified labor marker, and rising college costs.Federal income-driven repayment (IDR) plans are designed to make monthly student loan payments manageable and more affordable for borrowers. Unfortunately, they are often ineffective at reducing a borrower's debt burden over time.Drawing on qualitative data from our National Black Student Debt Study, this brief dives into how existing IDR plans are failing Black borrowers. A higher education should be the key to a better future, but for many Black borrowers who participated in the study, student loans are a lifetime debt sentence.

Prioritizing Racial Equity Within Social and Emotional Learning in Tacoma: One of Six Case Studies of Schools and Out-of-School-Time Program Partners

September 15, 2022

This case study is one of a series detailing how schools and out-of-school-time (OST) programs in six communities have collaborated to build students' social and emotional skills. The communities are participants in Wallace's Partnerships for Social and Emotional Learning Initiative, which has brought together school districts and their OST partners to develop and implement mutually reinforcing social and emotional learning (SEL) activities and instruction across learning settings.The piece features Lister Elementary School in Tacoma and its efforts to build a schoolwide commitment to SEL. It describes how, over time, Lister school leaders and staff members integrated a focus on racial equity and restorative practices into its SEL approach. The school used four key strategies as its work evolved, including gaining and maintaining staff buy-in to the effort, building racial equity and restorative practices into its SEL resources, designing and delivering a range of professional supports to build staff members' SEL and equity capacity, and reframing SEL and equity work as complementary to (rather than competing with) academic priorities.

What Everyone Should Know about Designing Equity-Minded Paid Work-Based Learning Opportunities for College Students

September 13, 2022

Despite the growing popularity of WBL, the community college and workforce development fields need greater transparency and clarity on the design of these programs to broaden workforce pathways, ensure the transferability of exemplary program models, and support the advancement of equitable outcomes for all students, especially learners from historically underserved and underprivileged backgrounds. In this report, we highlight case studies of emerging program models across the United States to understand the motivation, goals, and design of paid WBL opportunities available at two-year colleges. This report outlines four recommendations for community college leaders and state policymakers. Findings from this study have important implications for state policymakers and college stakeholders in career services, academic advising, and workforce development.