A detailed analysis of state-provided data has found racial disparities in health care among the three million New Yorkers in the state’s public insurance programs.

Historically, residential segregation constrained where minorities could live, contributing to disparities in education, employment, and wealth. Researchers interested in the well-being and future prospects of low-income working families have not yet explored how their residential patterns may vary across racial and ethnic lines or considered the implications of these patterns. Therefore, this paper explores differences in neighborhood characteristics among white, black, and Hispanic low-income working families. The findings suggest that policies aimed at reducing the persistent disadvantages facing minority low-income working families need to address the ways the neighborhoods in which minorities live may be compounding these disadvantages.

A new study finds disparities between poor, at-risk children and more advantaged children as early as 9 months of age - extending prior research that primarily focuses on disparities at kindergarten entry and beyond. It identifies low income and low maternal education as the factors most strongly associated with poorer cognitive, social-emotional, and health outcomes among very young children.

This Harvard Civil Rights Project report outlines serious challenges to the dream of equal opportunity for all students. Recent court decisions have made it more difficult to fight pressures for re-segregation -- blacks and Latino students are segregated more now than in the last four decades. The failure to address the challenges of growing student diversity is leading to a two-tiered educational system that isolates white students and disadvantages students of color.

In every state, African American and Native American children are disproportionately represented in the child welfare population. This report from the Michigan Department of Human Services examines the data on racial disproportionality in the state’s foster care system, and outlines steps to correct this situation. Among the recommendations for the state: identify services and funding to help keep children safely with their birth families; pursue a waiver to allow more flexibility in the use of federal funds; ensure culturally proficient practices; and make sure resources are appropriate to address families’ needs. In addition, the report recommends increasing monitoring and accountability.

According to this Education Week report, low-income students will be at greater risk than their affluent counterparts because they tend to start school with fewer academic skills, their parents are less able to help with homework and their schools tend to have fewer resources.

Minority children are both more likely than white children to be classified as learning disabled, and less likely than white children to be placed in challenging classes for gifted students. How can our public school administrators and others make sure that special services for children with special needs or talents are being directed at those who will benefit most? Christopher Cross, a senior fellow at the Center on Education Policy, has some suggestions.