Florida Department of Eduation

Ensuring Quality and Unleashing

Improved Performance

E Q U A L E D U C A T I O N A L O P P O R T U N I T Y P R O G R A M

The EQUIP series provides summaries of current data and research to enhance the decision making and planning process

as Florida’s educational institutions conduct comprehensive self-assessments to identify measurable methods and strate-

gies to ensure access to high quality instruction.

1

325 West Gaines St. Rm. 348 • Tallahassee, 32399 850-488-6217 • http//www.firn.edu/doe/eeop/eeop.html

#5

MAY 02

Impact of Racial and Ethnic Diversity on Educational Outcomes

The Civil Rights Project at Harvard University Law School has launched a series of public

school studies to determine what students in diverse schools and segregated schools learn

in specific content areas and in preparation for adult life and work. The latest study focuses

on Cambridge public schools, a diverse school system that has been significantly integrated

for a number of years. Results from the study report positive education impacts of diversity

for students.

•

81% of students report racial issues are explored (1 to 3 times a month) in classroom

discussions in social studies or history

•

40% of students report that exposure to different cultures and experiences of different

racial and ethnic groups has helped them (“quite a bit” or “a lot”) understand points of

view different from their own; only 6% report such discussions did not change their

understanding

•

95% of students report they are “comfortable” or “very comfortable” working with

students from different race/ethnic groups on school projects

•

94% of students would be “very comfortable” or “somewhat comfortable” working with

a supervisor of a different racial or ethnic background

•

90% of students are “interested” or “very interested” in going to a 4-year college (89%

of African Americans and 78% of Latinos)

•

82% of students felt teachers had “strongly encouraged” or “somewhat encouraged”

them to attend college (78% of African Americans and 86% of Latinos)

•

40% of students are “interested” or “very interested” in taking an AP mathematics

course (50% of African Americans and 54% of Latinos); 58% are “interested” or “very

interested” in taking an AP English course (52% of African Americans and 57% of

Latinos”

•

53% of students felt teachers had “strongly encouraged” or “somewhat encouraged”

them to take AP and/or Honors courses (43% of African Americans and 36% of Latinos)

Impact of Racial and Ethnic Diversity on Educational Outcomes

The Civil Rights Project, Harvard University, January 2002

Complete report available at

http://www.law.harvard.edu/civilrights/publications/cambridgediversity/impact_diversity.html

http://www.law.harvard.edu/civilrights/publications/cambridgediversity/impact_diversity.pdf