The Civil Rights Project / Proyecto Derechos Civiles
Parent: UCLA
eScholarship stats: Breakdown by Item for December, 2024 through March, 2025
| Item | Title | Total requests | Download | View-only | %Dnld |
|---|---|---|---|---|---|
| 58p2c3wp | Why Students Drop Out of School and What Can Be Done | 1,504 | 535 | 969 | 35.6% |
| 4xr8z4wb | Why Segregation Matters: Poverty and Educational Inequality | 964 | 691 | 273 | 71.7% |
| 2t36g571 | Are We Closing the School Discipline Gap? | 445 | 112 | 333 | 25.2% |
| 4q41361g | Discipline Policies, Successful Schools, and Racial Justice | 410 | 132 | 278 | 32.2% |
| 7hm2456z | Lost Opportunities: How Disparate School Discipline Continues to Drive Differences in the Opportunity to Learn | 405 | 245 | 160 | 60.5% |
| 8fh0s5dv | Suspended Education: Urban Middle Schools in Crisis | 379 | 71 | 308 | 18.7% |
| 23j1b9nv | Harming Our Common Future: America's Segregated Schools 65 Years aFter <em>Brown</em> | 378 | 148 | 230 | 39.2% |
| 3g36n0c3 | Opportunities Suspended: The Disparate Impact of Disciplinary Exclusion from School | 360 | 171 | 189 | 47.5% |
| 8pd0s08z | Out of School and Off Track: The Overuse of Suspensions in American Middle and High Schools | 278 | 89 | 189 | 32.0% |
| 7td9r8gq | Lost Instruction Time in California Schools: The Disparate Harm from Post-Pandemic Punitive Suspensions | 267 | 21 | 246 | 7.9% |
| 3047w6xq | U.S. Immigration Enforcement Policy and Its Impact on Teaching and Learning in the Nation's Schools | 265 | 127 | 138 | 47.9% |
| 7t494794 | Bilingual Education and America's Future: Evidence and Pathways | 254 | 77 | 177 | 30.3% |
| 4wb5c6d3 | The Role of Standardized Tests in College Admissions | 251 | 53 | 198 | 21.1% |
| 5qc7w8qp | Moving to Equity: Addressing Inequitable Effects of Transportation Policies on Minorities | 249 | 126 | 123 | 50.6% |
| 2rq7q7hh | The Impact of a Broken Immigration System on U.S. Students and Schools | 245 | 39 | 206 | 15.9% |
| 5cx4b8pf | New York State’s Extreme School Segregation: Inequality, Inaction and a Damaged Future | 232 | 169 | 63 | 72.8% |
| 9rw655w8 | Disturbing Inequities: Exploring the Relationship Between Racial Disparities in Special Education Identification and Discipline | 231 | 80 | 151 | 34.6% |
| 4r07q8kg | Choice Without Equity: Charter School Segregation and the Need for Civil Rights Standards | 216 | 77 | 139 | 35.6% |
| 4x44w1qh | Losing Our Future: How Minority Youth are Being Left Behind by the Graduation Rate Crisis | 186 | 128 | 58 | 68.8% |
| 5cx838jx | Schools More Separate: Consequences of a Decade of Resegregation | 185 | 11 | 174 | 5.9% |
| 78x669h0 | We Don’t Feel Welcome Here: African Americans and Hispanics in Metro Boston | 171 | 12 | 159 | 7.0% |
| 6kw7w8s8 | Dignity, Disparity and Desistance: Effective Restorative Justice Strategies to Plug the "School-to-Prison Pipeline" | 168 | 42 | 126 | 25.0% |
| 4db9154t | Tracking Achievement Gaps and Assessing the Impact of NCLB on the Gaps | 167 | 103 | 64 | 61.7% |
| 8g58m2v9 | E Pluribus...Separation: Deepening Double Segregation for More Students | 164 | 54 | 110 | 32.9% |
| 4jp1z62n | Black Segregation Matters: School Resegregation and Black Educational Opportunity | 151 | 26 | 125 | 17.2% |
| 6qk4r5hf | Gentrification and Schools: Challenges, Opportunities and Policy Options | 150 | 20 | 130 | 13.3% |
| 7519d9sh | Racial Transformation and the Changing Nature of Segregation | 150 | 101 | 49 | 67.3% |
| 5ds6k0rd | Brown at 62: School Segregation by Race, Poverty and State | 149 | 55 | 94 | 36.9% |
| 5sz4s7qd | The Unfinished Battle for Integration in a Multiracial America – from <em>Brown</em> to Now | 146 | 17 | 129 | 11.6% |
| 5fx616qn | NYC School Segregation Report Card: Still Last, Action Needed Now! | 145 | 51 | 94 | 35.2% |
| 4pw0d5n8 | Misbehavior, Suspensions, and Security Measures in High School: Racial/Ethnic and Gender Differences | 144 | 43 | 101 | 29.9% |
| 7m67q3b9 | A Return to the "Mexican Room": The Segregation of Arizona's English Learners | 144 | 39 | 105 | 27.1% |
| 6d01084d | Resegregation in American Schools | 140 | 87 | 53 | 62.1% |
| 4c54h250 | The Vast, Rich, Profoundly Unequal Megalopolis Called LASANTI: Can Leaders Take the Southern California-Baja Region to its Next Stage? (Policy Paper) | 135 | 1 | 134 | 0.7% |
| 3z4802zq | Dropping Out of High School: The Role of School Organization and Structure | 134 | 108 | 26 | 80.6% |
| 4mw4r5ds | Percent Plans in College Admissions: A Comparative Analysis of Three States’ Experiences | 133 | 58 | 75 | 43.6% |
| 85w788b9 | Public School Desegregation in the United States, 1968 - 1980 | 133 | 15 | 118 | 11.3% |
| 85m2m6sj | The High Cost Of Harsh Discipline And Its Disparate Impact | 130 | 33 | 97 | 25.4% |
| 6c95c6bx | Teachers of English Language Learners in Secondary Schools: Gaps in Preparation and Support | 125 | 80 | 45 | 64.0% |
| 6np398tm | The Impact of Affirmative Action Bans in Graduate Education | 123 | 16 | 107 | 13.0% |
| 8h02n114 | Historic Reversals, Accelerating Resegregation, and the Need for New Integration Strategies | 108 | 41 | 67 | 38.0% |
| 54w986n7 | Expansion of Federal Power in American Education: Federal-State Relationships Under the No Child Left Behind Act, Year One | 105 | 27 | 78 | 25.7% |
| 6213b2n5 | Private Schools in American Education: A Small Sector Still Lagging in Diversity (working paper) | 105 | 45 | 60 | 42.9% |
| 8mv1z75k | Reconsidering the Alternatives: The Relationship between Suspension, Disciplinary Alternative School Placement, Subsequent Juvenile Detention, and the Salience of Race | 105 | 38 | 67 | 36.2% |
| 4hj5k8kx | The Unraveling of No Child Left Behind | 103 | 77 | 26 | 74.8% |
| 65x5j31h | Charter Schools, Civil Rights and School Discipline: A Comprehensive Review | 100 | 41 | 59 | 41.0% |
| 0zb011kt | Private School Racial Enrollments and Segregation | 99 | 74 | 25 | 74.7% |
| 3rh7w18g | A Multiracial Society With Segregated Schools: Are We Losing the Dream? | 97 | 52 | 45 | 53.6% |
| 0w65087r | Stressed, Overworked, and Not Sure Whom to Trust: The Impacts of Recent Immigration Enforcement on our Public School Educators | 94 | 56 | 38 | 59.6% |
| 4ps2m2rf | The Dropout/Graduation Crisis Among American Indian and Alaska Native Students | 93 | 25 | 68 | 26.9% |
Note: Due to the evolving nature of web traffic, the data presented here should be considered approximate and subject to revision. Learn more.