Today, the Campaign for Educational Equity becomes the Center for Educational Equity

The Center for Educational Equity (CEE) will continue to champion children’s right to a meaningful opportunity to graduate from high school prepared for college, careers, and civic participation—and work to define and secure the full range of resources, supports, and services necessary to guarantee this right to all children, particularly children in poverty and children of color.

You can now find us at

You can still connect with us through our Facebook, Twitter, and Instagram handle: @eduequity.

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The Campaign for Educational Equity will become the Center for Educational Equity

CENTER for Ed Equity bannerOn October 5, 2017, the Campaign for Educational Equity at Teachers College, Columbia University will become the Center for Educational Equity at Teachers College.

The Center for Educational Equity (CEE) will continue to pursue our mission to champion children’s right to a meaningful opportunity to graduate from high school prepared for college, careers, and civic participation—and to define and secure the full range of resources, supports, and services necessary to guarantee this right to all children, particularly children in poverty and children of color.

Our dynamic approach to this work, which combines research, policy development, legal analysis, and public engagement, will remain the same.

Our new name reflects our ongoing position as a permanent policy and research center at Teachers College, the nation’s largest and oldest graduate school for education. As part of the Teachers College community, we benefit greatly from the diverse expertise and experience of TC’s students, faculty, and administration.


New York City’s Universal Physical Education Initiative: A Postive Step toward Ensuring a Meaningful Education for All Students in NYC

PhysEd4All-Teal-300x275The Campaign for Educational Equity is a member of the Phys Ed 4 All  Coalition, a network comprising community-based organizations, advocates, parents, educators, health professionals, and school administrators who are committed to increasing access to quality physical education in New York City public schools.

The Phys Ed 4 All Coalition applauds Mayor Bill de Blasio, Council Speaker Melissa Mark-Viverito, and Schools Chancellor Carmen Fariña for the city’s announced Universal Physical Education (PE) commitment to provide all schools with designated spaces for effective phys. ed. by 2021.

New York City’s Universal PE Initiative is an important acknowledgment that the facilities of many NYC schools do not currently meet the requirements of the state law. All New York students are entitled to public schools that provide them with suitable and accessible facilities, including adequate specialized spaces for libraries, laboratories, auditoriums, gymnasiums, and playgrounds (see CFE v. State of New York, 2003).

As Mayor de Blasio stated, “Incorporating physical activity into the day isn’t just the healthy thing for our young people, it is the law and one that was ignored for far too long.” This recognition that access to physical education is an educational right signals an important shift by elected officials toward honoring the rights of all students to a sound basic education by providing the learning resources to which they are entitled.

Suitable facilities is just one of the important educational resources necessary to fulfill students’ rights in this area. As noted in the recently released New York Lawyers for the Public Interest (NYLPI) report, Leveling the Playing Field: Access to Physical Education in New York City’s Public School System, many New York City students also lack access to state-mandated hours of PE instruction. Students in kindergarten to third grade, Black children, and children with disabilities are reported as most affected.

More information on the physical-education opportunities mandated by New York State statutes, regulations, and judicial requirements can be found in our Know Your Educational Rights handout on that topic. Information on the full range of students’ educational rights under state law is detailed in our December 2012 report Essential Resources. (Note that we plan to release the second edition of Essential Resources by fall 2017 to reflect recent policy changes.)

Statewide Implications of June 27th New York Court of Appeals Educational-Equity Decision

Courtroom_of_the_New_York_Court_of_AppealsOn Tuesday, June, 27, 2017, the New York Court of Appeals, the state’s highest court, issued a decision upholding the viability of all of the plaintiffs’ essential claims in New Yorkers for Students’ Educational Rights (NYSER) v. State of New York. The court held that the case could proceed to trial to provide evidence to prove those claims for New York City and Syracuse. (Click here to read the full decision.)

The court clearly affirmed that all students in the state of New York have a constitutional right to the opportunity for a sound basic education. For plaintiffs to extend their essential claims beyond New York City and Syracuse to other districts statewide, they must provide further evidence on a district-by-district basis.

The court’s ruling underscores the importance of understanding how resource inequities and inadequacies affect students at the school level. Evidence presented by the NYSER plaintiffs drew on in-depth school-level research conducted by the Campaign for Educational Equity at Teachers College, Columbia University, to assess the availability of basic educational resources in selected school districts around the state. Information about school-level resources helps policymakers, educators, families, and the courts both assess constitutional compliance and support continuous improvement.

Last fall, the Campaign for Educational Equity (CEE) released a series of reports to help guide state policymakers to develop a constitutional education-resource system. The series includes a research-based policy roadmap entitled Ensuring Resource Accountability that provides recommendations for improved monitoring of the availability of adequate learning opportunities for all students in every New York school.

CEE continues to contribute research, legal analysis, policy development, and public engagement to define and secure the full range of resources, supports, and services necessary to honor students’ right to be prepared for college, careers, and civic participation.

CEE’s Parent and Student Partners Attend NY Court of Appeals Hearing re: Educational Rights

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On May 30th, the Campaign for Educational Equity hosted a group of parent and student partners on a trip to Albany to hear oral arguments for New Yorkers for Students’ Educational Rights (NYSER) v. State of New York at the Court of Appeals, New York State’s highest court.

NYSER v. State is a lawsuit that was filed in February 2014—against the State of New York, Governor Andrew Cuomo, and state education officials—on behalf of New York’s public school students. The plaintiffs include several families from across New York State, as well as New Yorkers for Students’ Educational Rights (NYSER), a statewide coalition of stakeholder groups that formed to bring the lawsuit. The plaintiffs charge that the state is violating students’ educational rights by neglecting its constitutional obligation to ensure that every school has sufficient funding to provide all students with meaningful educational opportunity.

The May 30th hearing was scheduled after the state appealed a lower court’s ruling against its motion to dismiss the plaintiffs’ charges. The state argues that it does not owe schools additional funding; that it does not have a constitutional obligation to change the way it distributes school funding (its foundation aid formula); and that the plaintiffs’ claims not apply to all of the state’s 700-plus districts, but only to New York City and Syracuse.

The lawyers for the plaintiffs articulated the importance of applying their claims to the entire state, the amount of money still owed based on the 2006 CFE ruling, and the obligation to reassess the education-funding formula so that all schools receive adequate funding to provide a meaningful education to all students. The NYSER case is the first case on behalf of all underfunded school districts in New York State rather than limited to certain school districts.

The Court of Appeals’ decision on the lower court’s ruling against the state’s motion to dismiss is expected in late June or early July.

Following the hearing, Chief Judge DiFiore joined our youth and parent collaborators as well as a student group from Yonkers High School to discuss the role of the Court of Appeals in a broader civic context. Although protocol prohibited the chief judge from discussing the NYSER case in that particular setting, the opportunity for our partners to witness the oral arguments and speak with the chief judge enhanced their understanding of education law, how the legal system interacts with policy and political systems, and how parents, students, and other stakeholders can use civic skills to influence the decision-making process.

NYSER is one of many groups that has made use of the Campaign for Educational Equity’s school-based research, legal analysis, and policy development regarding resource inequities affecting New York schools. Interested in learning more about our collaborative efforts to define and secure the full range of resources, supports, and services necessary to guarantee all children, particularly children in poverty and children of color, a meaningful education? Visit the Focus Areas section of our website:

Early Education Forum: Establishing a Right to Pre-K for All New York State’s Children

On May 9th, the Campaign for Educational Equity (CEE) in collaboration with the Center for Children’s Initiatives (CCI) and the Schuyler Center for Analysis and Advocacy hosted a forum with participants who are leading the charge for universal pre-K for all children in New York State. This forum debuted the working draft of a white paper, Establishing Universal Access to Prekindergarten as a Constitutional Right, coauthored by CEE and CCI. The paper makes the legal argument for the constitutional right to universal access to pre-K, and advances New York State as the best venue for litigation to affirm that right.

More than 50 national, state, and local policy experts, researchers, advocates, and educators from early childhood and public schools attended the forum to discuss the future of universal pre-K in New York. The significance of this conversation is especially heightened now, as the fourth year of the state’s five-year funding commitment approaches, with no firmly established plan to ensure adequate, stable, sustained, and equitable funding for pre-K going forward.

In the morning session, Michael Rebell, executive director of CEE, set forth the case for making preschool education a fundamental part of the free public education to which all children are entitled, laying out persuasive evidence on the benefits of universal access to pre-K as the foundation tier of public education and the legal precedents for establishing the right. Steve Barnett, executive director of the National Institute for Early Education Research, and Jay Worona, deputy executive director and general counsel for the New York State School Boards Association, offered insightful comments on how our strategy will serve to stabilize funding and quality of pre-K throughout the state and also addressed the challenges and potential reactions of district superintendents to this additional requirement.

Their remarks were followed by additional important feedback on the strategy from other national, state, and local researchers, advocates, and educators. Many participants’ responses expressed excitement at the potential of establishing pre-K as a constitutional right even as they raised pragmatic questions on implementation. Zoila Morell of Mercy College and Kim Sweet of Advocates for Children of New York (AFC) shared their expertise and insight into the needs of multilingual learners as well as preschoolers with special needs. Christine Johnson-Staub of the Center for Law and Social Policy (CLASP) in Washington, D.C., described the potential advantages– as well as the challenges – that expansion of pre-K offers in building a continuum of early childhood services that includes children from birth to three.

The afternoon session took stock of the pre-K landscape in New York State and discussed necessary next steps to make quality pre-K integral to educational opportunity and to assure it is a building block for an early care and learning system. Betty Holcomb, CCI’s policy director, set the stage with a summary of the current state of pre-K in New York. Kate Breslin of the Schuyler Center for Analysis and Advocacy, Jasmine Gripper of the Alliance for Quality Education, Brigit Hurley of The Children’s Agenda, and Randi Levine of AFC shared their policy and strategic expertise on the subject. Representatives from the Long Island Pre-K Initiative presented a vision for regional coordination to support both implementation and advocacy to make pre-K truly universal.

Overall, participants’ support for the value of a rights-based approach to pre-K affirms the importance of this transformative strategy. CEE and CCI plan to finalize our working draft over the summer and release it in the fall, at a second convening with state leaders in Albany.

Opportunity Gaps and Advanced Regents Diplomas

As New York State Education Commissioner MaryEllen Elia affirmed in a statement earlier this month, “We know the achievement gap exists as a direct result of the opportunities that are available to some students but not others . . . An important part of closing that gap is to foster real change and provide opportunities for all students.”

This is not a new revelation, but the commissioner’s acknowledgment of the significance of the opportunity gap is important, and welcome.

The obvious gap between the educational opportunities available to students in affluent, predominantly white areas and those typically available to students of color and students in poverty is exemplified in the State Education Department’s February 2017 report on four-year graduation rates for students who began 9th grade in 2012. A chart on page 8 of that report shows significant race-based disparities in the attainment of advanced-designation Regents diplomas, a prestigious honor that gives students an advantage in the college-admissions process, especially for those applying to colleges in the State University of New York and City University of New York systems.

According to state education officials, just 10.3% of black students and 13.9% of Latino/a students were awarded an advanced Regents diploma, while 43.7% of their white peers received that special designation.

Advanced Regent Stats

What these statistics do not reveal, however, is that predominantly black and Latino/a public high schools in New York City (and almost certainly elsewhere) are less likely to offer the sequences of courses—in the arts, in languages other than English, and in career and technical education, plus additional science and math courses—that students must take in order to earn an advanced Regents diploma. As former Board of Regents Chancellor Merryl Tisch declared in 2014, contextualizing the racial disparities in New York’s graduation rates, “There’s clearly a lack of equity in access in the course offerings necessary for the Advanced Designation.”

Without that additional context, too many New Yorkers, including the young people who were never given a chance to earn that award, are left to reach their own conclusions as to why lower percentages of New York students of color are graduating without the advanced designation. “Additional work is still needed to close achievement gaps,” reads the final slide in the graduation-rate presentation. (What is that “additional work”? The presentation doesn’t say.)

Simply put, a student who is never offered the opportunity to achieve an academic honor will never achieve that honor. If our state policymakers see value in creating opportunities for New York students to excel academically and earn special honors (and the significant privileges that those honors confer), they must also see the value in ensuring that all students have access to those opportunities.

It’s time to demystify and expose the systemic discrimination behind these so-called achievement gaps. To that end, whenever the State Education Department (or any other state or district body) releases data showing disparities in student outcomes, including the attainment of advanced Regents diplomas, it should also be required to release comparable data—presented in equally user-friendly charts, graphs, slides, and summaries—showing the disparities in access to the learning opportunities and resources that students need in order to achieve the related standards. State education officials should also fill the regulatory gaps that, along with longstanding school-funding disparities, allow these discriminatory elements of our education system to fester.

We must demand that our government be explicit in connecting the dots between outcome disparities and opportunity disparities—and in fulfilling its moral and legal obligation to provide the levels of resources and supports required to give all children a chance to meet state standards and achieve at the highest academic levels. (Our recent Ensuring Resource Accountability report, part of our Students’ Constitutional Right to a Sound Basic Education: New York State’s Unfinished Agenda roadmap for elected officials and education-policy leaders, explains what state officials need to do to satisfy these obligations.)