Education is a civil right for everyone.

"Today, education is perhaps the most important function of state and local governments. Compulsory school attendance laws and the great expenditures for education both demonstrate our recognition of the importance of education to our democratic society. It is required in the performance of our most basic public responsibilities, even service in the armed forces. It is the very foundation of good citizenship. Today it is a principal instrument in awakening the child to cultural values, in preparing him for later professional training, and in helping him to adjust normally to his environment. In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education. Such an opportunity, where the state has undertaken to provide it, is a right which must be made available to all on equal terms." 

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—Brown v. Board of Education of Topeka, 347 U.S. 483 (1954)

ECRI Mission & Vision 

The Civil Rights Initiative seeks to affirm the dignity of all people, by protecting an individual’s right to show up as his/her/their full self within the College of Education, University of Kentucky, and greater Lexington community. In Kentucky race-based claims represent ⅓ of discrimination claims, with ⅔ of claims addressing gender, disability, and other inequities. The Initiative recognizes that an individual’s intersectional identity positions them in the world with a unique set of privileges and challenges, and these often shape one’s attitude and access to a fair and equitable education. We believe in promoting a set of laws that protect the immutable characteristics of the people of the Commonwealth, including but not limited to African American/Black, LatinX, Asian American/Pacific Islander, First Nations/Indigenous, LGBTQI+, Diversely Abled, First Generation, Immigrant, and Veteran populations.

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Why Civil Rights?

• When an individual is able see themselves reflected and protected in Civil Rights laws, they become a more invested, engaged, and thriving member of society. We know that full protections of civil rights are good for society, community, education, and business.

• The current climate shows that there is still much work to be done in the civil rights arena both nationally and locally. According to data gathered by the U.S. Equal Employment Opportunity Commission from 2019, there were 72,675 individual discrimination complaints filed with the Federal government. Of these complaints there were nearly evenly distributed between race, sex, disability and age: 33% race, 32% sex, 33% disability, and 21% age.

Why the University of Kentucky?

As a research-based, public, land-grant institution, the University of Kentucky has a duty to serve its constituents and provide equitable access to a quality education. The Commonwealth of Kentucky is in many ways a microcosm of the US, serving communities in urban centers to communities in Appalachia, with various sectors of the economy, political affiliations, histories, and value systems represented. The positionality of UK as a public research land-grant institution, and its history with desegregation provide a vital opportunity to address all the histories of this Commonwealth, while embracing the diversity of the state.

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Why the College of Education?

• The College of Education endeavors to expand the knowledge of teaching and learning processes across a broad educational spectrum. The College fosters a culture of reflective practice and inquiry within a diverse community of students, faculty and staff.

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• As part of a research-extensive university, the College advances knowledge through research. As part of a land grant institution, the College prepares professionals for a variety of roles in educational settings and community agencies and provides leadership in the improvement of the education, health, and well-being of citizens in the Commonwealth, the nation and the world.

Equity Audits Process

Equity Audit Components

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Phase I —

• Action Planning Committee establishment
• Student, family, teacher, and community surveys
• Focus groups & listening Town Hall sessions

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Phase 2—

• Policy Review
• Recommendations for a plan to address growth areas identified in the equity audit 

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Phase 3 —

• Implementing professional development and education based on equity audit 
• Establishing a community-based peer review process to ensure the work progresses over time

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Equity Audit Components

Areas of Inquiry

• Admissions/ Selective Programs: Do all students have equal access to rich, challenging curriculum such as Gifted and Talented or Advanced Placement programming?
• Achievement: Where do so-called "achievement gaps" suggest underlying opportunity gaps?  Do teachers, parents, and the larger community have high expectations for all students?
• Discipline: Are some populations more likely than others to experience exclusionary discipline?  What policies might contribute to these disparities?
• Belonging: Do all students feel welcome to participate in curricular and extra-curricular programming?  Do teachers feel welcome and supported in both the school community and the wider community?
• Data and Policies: Are there disparities between the school/district metrics and the feedback we receive?  Are there any suspect policies and/or practices?

Our Team

Dr. Gregory Vincent, Executive Director

Dr. Sarah LaCour, Assistant Director

Ms. Mariama Lockington, Chief of Staff