“The Alaska Native Knowledge Network is an Alaska Rural Systemic Initiative partner designed to serve as a resource for compiling and exchanging information related to Alaska Native knowledge systems and ways of knowing.  It has been established to assist Native people, government agencies, educators and the general public in gaining access to the knowledge base that Alaska Natives have acquired through cumulative experience  over millennia.”  The website includes a wide range of cultural information, cultural resources, and links to information on indigenous education worldwide.
Home page:   http://www.ankn.uaf.edu/



“AIHEC’s mission is to support the work of Tribal Colleges and the national movement for tribal self-determination.  Its mission statement, adopted in 1973, identifies four objectives: (a) maintain commonly held standards of quality in American Indian education; (b) support the development of new tribally controlled colleges; (c) promote and assist in the development of legislation to support American Indian higher education; and (d) encourage greater participation by American Indians in the development of higher education policy.”  The website includes links to the Tribal Colleges.
Home page:   http://www.aihec.org/

Asian American Legal Defense and Education Fund
New York City

“Founded in 1974, the Asian American Legal Defense and Education Fund (AALDEF) is a national organization that protects and promotes the civil rights of Asian Americans.  By combining litigation, advocacy, education, and organizing, AALDEF works with Asian American communities across the country to secure human rights for all.  AALDEF focuses on critical issues affecting Asian Americans, including immigrant rights, civic participation and voting rights, economic justice for workers, language access to services, Census policy, affirmative action, youth rights and educational equity, and the elimination of anti-Asian violence, police misconduct, and human trafficking.”
Home page:   http://www.aaldef.org

ASPIRA Association, Inc.
Washington DC and State Affiliates

University of Colorado at Boulder

“The  BUENO Center for Multicultural Education is an integral part of the  School  of Education at the University of Colorado at Boulder.  Through a comprehensive  range of research, training, and service projects, the Center strongly  promotes quality education with an emphasis on cultural pluralism.  The Center is deeply  committed to facilitating equal educational opportunities for cultural and language minority students.”  BUENO offers products for sale, as well as information on its research projects, and details of its programs (such as the College Assistance Migrant Program).
Home page:   http://www.colorado.edu/education/BUENO/


Bureau of Indian Education


“The Center for Multicultural Education at the University of Washington focuses on research projects and activities designed to improve practice related to equity issues, intergroup relations, and the achievement of all students.  The Center also engages in services and teaching related to its research mission.”  The website offers information on successful programs/practices, publications, and other resources.
Home page:   http://www.depts.washington.edu/centerme/home.htm

School of Law, University of California, Berkeley

“The Chief Justice Warren Institute on Race, Ethnicity and Diversity (Warren Institute) is a multidisciplinary, collaborative venture to produce research, research-based policy prescriptions, and curricular innovation on issues of racial and ethnic justice in California and the nation. The Warren Institute’s mission is to engage the most difficult topics related to civil rights, race and ethnicity in a wide range of legal and public policy subject areas, providing valuable intellectual capital to public and private sector leaders, the media and the general public, while advancing scholarly understanding.”  The website offers results of research on (a) K-12 educational equity; (b) higher education, diversity and access; (c) voting rights and democratic participation; and (d) immigration policy reform.
Home page:   http://www.law.berkeley.edu/centers/ewi/

Children’s Defense Fund
Washington DC.

“The mission of the Children’s Defense Fund is to Leave No Child Behind and to ensure every child a Healthy Start, a Head Start, a Fair Start, a Safe Start, and a Moral Start in life and successful passage to adulthood with the help of caring families and communities.”  The website includes a range of topical information on (a) meeting children’s needs; (b) preventing poverty; (c) advocating for children; (d) engaging faith communities; and other valuable information.
Home page:   http://www.childrensdefense.org/


Citizens’ Commission on Civil Rights
Washington DC.

“The Citizens' Commission on Civil Rights is a bipartisan organization established in 1982 to monitor the civil rights policies and practices of the federal government and to seek ways to accelerate progress in the area of race relations and on other civil rights issues.  The Commission is committed to the revitalization of a progressive civil rights agenda at the national level.  Its work is grounded in the belief that such an agenda benefits the entire country, not just particular interest groups.”
Home page:    http://www.cccr.org/template/index.cfm

Civil Rights Project:  Proyecto Derechos Civiles
University of California Los Angeles

“The Civil Rights Project is a leading organization devoted to civil rights research. . . . Focusing initially on education reform, it has convened dozens of national conferences and roundtables; commissioned over 300 new research and policy studies; produced major reports on desegregation, student diversity, school discipline, special education, dropouts, and Title I programs; and published a number of books. . . . Its research has been incorporated into federal legislation, cited in litigation, and used to spur Congressional hearings.”
Home page:  http://www.civilrightsproject.ucla.edu/

Coalition for Asian American Children and Families (CACF)
New York City

The Coalition “challenges stereotypes of Asian Pacific Americans as a ‘model minority’ and advocates on behalf of underserved families in the Asian American  community, especially immigrants struggling with poverty and limited English skills.  CACF promotes better policies, funding, and services for East Asian, South Asian, Southeast Asian, and Pacific Islander children, youth, and families.  Its work  in the areas of Child Welfare, Education, Health, and Youth Services empowers: (a) youth to become the next generation of neighborhood leaders; (b) parents to take a more active role in their children’s education; (c) service providers to implement quality children’s programs; and (d) policymakers to invest in services for children and families.”
Home page:    http://www.cacf.org/


Colorín colorado!
A Service of the Reading Rockets Project, WETA Public Television,
Arlington, Virginia.

In Spanish-speaking countries, ‘Colorín colorado’ is a phrase “from a verse that many children and adults say after reading a good story.” This award-winning website “is the first major, comprehensive bilingual Web site created for parents and educators to help children learn to read.”  It provides activities for families; guidelines for educators on placement, assessment, and reaching out to families; strategies for teaching reading and teaching in content areas; and more.  The ‘For Educators’ section is a collaboration with the American Federation of Teachers.  Webcasts available at this site feature 45-minute video programs, including recommended readings, suggested discussion questions, and a PowerPoint presentation.  Also see the parent newsletter in Spanish (“Boletín informativo para padres y familias”).  The site is funded by the federal Office of Special Education Programs.
Home page:    http://www.colorincolorado.org/
Boletin informativo para padres y familias:
http://www.colorincolorado.org/boletin/


Commission on Homelessness and Poverty

American Bar Association, Washington DC.

“The Commission on Homelessness and Poverty, which consists of 13 members appointed by the American Bar Association President, is charged with the following tasks: (a) encouraging and assisting in the development of bar and law school pro bono programs which provide legal and other services to homeless and near homeless people; (b) educating members of the bar and the public to legal and other problems of poor and homeless people and ways in which lawyers can assist in solving or ameliorating them; (c) training lawyers in areas needed to provide pro bono legal assistance to homeless and near homeless people; (d) working with all ABA entities on issues arising in their jurisdiction that affect poor and homeless people; and (e) engaging in such further activities as may be necessary and proper for the fulfillment of these responsibilities, including working with State and federal executive branches and legislative bodies concerning matters relating to the poor and homeless.”
Home page:    http://www.abanet.org/homeless/



“The Council for Opportunity in Education is a nonprofit organization, established in 1981, dedicated to furthering the expansion of educational opportunities throughout the United States.  Through its numerous membership services, the Council works in conjunction with colleges, universities, and agencies that host TRIO Programs to specifically help low-income Americans enter college and graduate. . . . The focus of the Council is assuring that the least advantaged segments of the American population have a realistic chance to enter and graduate from a postsecondary institution.  A secondary purpose of the Council is to provide a voice and a political vehicle for administrators, counselors and teachers who are employed in institutionally-, State- and federally-funded opportunity programs, especially those professionals with TRIO programs.”
Home page:  http://www.coenet.us//ecm/AM/Template.cfm?Section=Home
Information about the TRIO programs:
http://www.coenet.us/ecm/AM/Template.cfm?Section=What_is_TRIO&Template=/CM/HTMLDisplay.cfm
&ContentID=2862

Association of American Colleges and Universities, Washington DC.

“DiversityWeb is the most comprehensive compendium of campus practices and resources about diversity in higher education that you can find anywhere.  This site is designed to serve campus practitioners seeking to place diversity at the center of the academy's educational and societal mission.”
Home page:  http://www.diversityweb.org/


Doing What Works:  English Language Learners
U.S. Department of Education.

This website provides resources for teaching literacy to English language learners.  The sections are (a) review the research base; (b) understand the essentials; (c) find recommended practices; and (d) access planning templates.
Home page:  http://www.dww.ed.gov/priority_area/priority_landing.cfm?PA_ID=6

Funded by the U.S. Department of Education

Ten Regional Equity Assistance Centers are funded by the U.S. Department of Education under Title IV of the 1964 Civil Rights Act.  They provide assistance to public schools in the areas of race, gender, and national origin to promote equal educational opportunities. . . . Any public school district within a center’s region is eligible to receive services from that center at no cost to the district. These schools include public schools, charter schools, and magnet schools.  Many of these sites include very helpful information sources, too.
Links to the 10 Equity Assistance Centers:
http://www.edgateway.net/pub/docs/eacn/home.html

Fiesta Educativa, Inc.
Los Angeles, California

Fiesta Educativa was founded in California in 1978 to inform and assist Latino families in obtaining services and in caring for their children with special needs. . . .  Fiesta Educativa is one of the few organizations in the country that is dedicated to empowering the Latino families of persons with special needs through education, training, referral, and information. This is accomplished through various projects, such as the Annual Conference held every summer at the University of Southern California in Los Angeles, which provides an opportunity for parents and professionals from California and throughout the United States to meet and exchange ideas and information.” . . . Also of interest is  Fiesta Familiar, a new parent education concept, developed by Fiesta Educativa in 1990, which is family-centered, family-focused, and offers an opportunity for education in the homes of families who have members with special needs.  This family empowerment model is unique in that it takes into account the social, cultural, and linguistic characteristics of each family.
Home page:   http://www.fiestaeducativa.org/

Fiesta Familiar:   http://www.fiestaeducativa.org/html/fiesta_familiar.html


Find Youth Info: Strategies and Tools for Communities to Help Youth
Interagency Working Group on Youth Programs, U.S. Government.

“This website offers federally-developed interactive tools and other resources to help community organizations and partnerships in your efforts to support youth. Included are tools and resources to help you form effective partnerships, assess community assets, understand risk factors and protective factors, generate maps of local and Federal resources, and search for evidence-based youth programs.”
Home page:  http://www.FindYouthInfo.gov/

Community Assessment -- Step by Step:
http://www.findyouthinfo.gov/ContentPage.aspx?cpid=54

Building and Sustaining Partnerships -- Steps and resources:
http://www.findyouthinfo.gov/ContentPage.aspx?cpid=53

Community Mapping Tool:
http://www.findyouthinfo.gov/ContentPage.aspx?cpid=8

“HACU represents more than 450 colleges and universities committed to Hispanic higher education success in the U.S., Puerto Rico, Latin America, Spain and Portugal.”  Hispanic-serving institutions are colleges, universities, or systems where total Hispanic enrollment constitutes a minimum of 25 percent of total enrollment.  Associate member institutions are those where total Hispanic enrollment constitutes at least 10 percent of the total enrollment.  Partner institutions are nonprofit accredited colleges, universities, or systems that do not have the numbers of percentages of Hispanic students to be an Hispanic-serving institution or associate member but are committed to Hispanic student success. International members are institutions of higher education in Latin America and Spain authorized to operate according to rules and regulations required by their governments.   Within each group, institutions are listed by State, with links to contact information and websites.
HACU home page: http://www.hacu.net/hacu/HACU_1011_EN.asp?SnID=1040297776



“IDRA is an independent, non-profit organization that advocates the right of every child to a quality education. . . .  For more than 30 years, IDRA has worked for excellence and equity in education in Texas and across the United States.  IDRA conducts research and development activities; creates, implements and administers innovative education programs; and provides teacher, administrator, and parent training and technical assistance.” 
Home page:    http://www.idra.org

National After-School Association
Charlestown, Massachusetts and State Affiliates

National Alliance of Black School Educators
Washington DC.

The National Alliance of Black School Educators (NABSE) is dedicated to “furthering  the academic success for the nation’s children - particularly children  of African descent. . . . NABSE’s mission and purposes are achieved through (a) professional development programs that strengthen the skills of teachers, principals, specialists, superintendents, and school board members; (b) information sharing around innovative instructional and learning strategies that have proven successful in motivating African American youth and increasing academic performance in critical learning areas; (c) policy advocacy to ensure high standards and quality in public and private education systems; and (d) research programs of the Charles D. Moody Sr Institute (which) produce projects that identify educational practices that demonstrate excellence in the school performance of African American students.”
Home page:  http://www.nabse.org/



“The mission of the Association is as follows: (a) to champion the interests  of historically and predominantly black colleges and universities (HBCUs) with the executive, legislative, regulatory and judicial branches of federal and  state government and with corporations, foundations, associations and non-governmental organizations; (b) to provide services to NAFEO members; (c) to build the capacity of HBCUs, their executives, administrators, faculty, staff and students; and (d) to serve as an international voice and advocate for the preservation and enhancement of historically and predominantly black colleges and universities and for blacks in higher education.”
Home page:   http://www.nafeo.org/

National Association for the Education of African American Children With Learning Disabilities

Columbus, Ohio

“The National Association for the Education of African American Children with Learning Disabilities was founded in 1999 for the purpose of increasing awareness and promoting an understanding of the specific issues facing African American children.  The organization’s mission is to link information and resources provided by an established network of individuals and organizations experienced in minority research and special education with parents, educators, and others responsible for providing a quality education for all students. . . . Through the creation of the new Parent Leadership Institute, (the Association hopes) to reach an unprecedented number of African American families by selecting proven advocacy leaders in strategic locations throughout the United States to serve as its primary members.”
Home page:  http://www.aacld.org/

Advocates for Educational Equity and Social Justice
Bethesda, Maryland

“The Founders of NAME envisioned an organization that would bring together individuals and groups with an interest in multicultural education from all levels of education, different academic disciplines and from diverse educational institutions and occupations. . . . NAME today is an active, growing organization, with members from throughout the United States and several other countries. Educators from preschool through higher education and representatives from business and communities comprise NAME's membership.”
Home page:   http://www.nameorg.org/



The mission of the National Center for Cultural Competence (NCCC) is to increase the capacity of health and mental health programs to design implement, and evaluate culturally and linguistically competent service delivery systems.”  The web site offers a range of information, curriculum enhancement modules, products, and promising practices.  
Home page:  http://www11.georgetown.edu/research/gucchd/nccc/

National Center for Children in Poverty
Mailman School of Public Health, Columbia University, New York City.

“The National Center for Children in Poverty (NCCP) is the nation’s leading public policy center dedicated to promoting the economic security, health, and well-being of America’s low-income families and children.  NCCP uses research to inform policy and practice with the goal of ensuring positive outcomes for the next generation.  (The Center) promotes family-oriented solutions at the state and national levels.
Home page:   http://www.nccp.org/


National Center for Culturally Responsive Education Systems (NCCRESt).

National Institutes of Health (NIH)

“The mission of the National Center on Minority Health and Health Disparities (NCMHD) is to promote minority health and to lead, coordinate, support, and assess the NIH effort to reduce and ultimately eliminate health disparities.  In this effort NCMHD will conduct and support basic, clinical, social, and behavioral research, promote research infrastructure and training, foster emerging programs, disseminate information, and reach out to minority and other health disparity communities.”
Home page:   http://ncmhd.nih.gov/


National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs
George Washington University, Washington DC.

This website “collects, analyzes, synthesizes and disseminates information about language instruction educational programs for English language learners and related programs. It is funded by the U.S. Department of Education’s Office of English Language Acquisition, Language Enhancement and Academic Achievement for Limited English Proficient Students (OELA) under Title III of the No Child Left Behind Act of 2001.”  Among other things, the site includes information on language groups and specific languages, plus a feature on Fun with Languages.
Home page:   http://www.ncela.gwu.edu/


National Council of La Raza
Washington DC.

“The National Council of La Raza (NCLR) – the largest national Hispanic civil rights and advocacy organization in the United States – works to improve opportunities for Hispanic Americans.  Through its network of nearly 300 affiliated community-based organizations , NCLR reaches millions of Hispanics each year in 41 States, Puerto Rico, and the District of Columbia.  To achieve its mission, NCLR conducts applied research, policy analysis, and advocacy, providing a Latino perspective in five key areas – assets/investments, civil rights/immigration, education, employment and economic status, and health.  In addition, it provides capacity-building assistance to its Affiliates who work at the State and local level to advance opportunities for individuals and families.”
Home page:    http://www.nclr.org/


National Council on Educating Black Children (NCECB)
Indianapolis, Indiana

“The Mission of the National Council on Educating Black Children is to reinstate academic rigor and relevant teaching, improve the assessment of such instruction, and prepare the African-American learner for effective participation in a competitive global society. . . . The Blueprint for Action provides a framework for collaborative community partnerships with public school districts to solve problems and accelerate achievement for all children, Black children in particular. . . . Programs include (a) State Black Male Action Plans; (b) literacy centers; (c) the Parent University Curriculum which is the model for parent advocacy and student voice; (d) the Asa G. Hilliard Mentoring Program; and (e) disproportionality in special education. . . . WITH REGARD TO DISPROPORTIONALITY, the Council’s initiative stems from “the experiences of local parents and students, and research from Indiana University and the Schott Foundation for Public Education demonstrate that African-American students (young men in particular), are disproportionately enrolled in Special Education and are leaving high school before graduation.   The National Council on Educating Black Children contends that many African-American males enter Special Education through the classification of speech and are often reevaluated and assigned to additional Special Education classifications.  NCEBC is currently gathering research and anecdotes from parents regarding the reason for these placements and what effect (if any) it has on students’ decision to stay in school or leave before graduation.  The information gathered illustrates the statistical data on over-representation. NCEBC intends to use the stories from these interviews to advocate for changes in education policies and practices.”
Home page:
http://www.ncebc.org/


National Head Start Association
Alexandria, Virginia

“Created in 1965, Head Start is the most successful, longest-running, national school readiness program in the United States. It provides comprehensive education, health, nutrition, and parent involvement services to low-income children and their families. . . . The National Head Start Association is a private not-for-profit membership organization dedicated exclusively to meeting the needs of Head Start children and their families. It represents more than 1 million children, 200,000 staff and 2,700 Head Start programs in the United States. The Association provides support for the entire Head Start community by advocating for policies that strengthen services to Head Start children and their families; by providing extensive training and professional development to Head Start staff; and by developing and disseminating research, information, and resources that enrich Head Start program delivery.”
Home page:    http://www.nhsa.org/


National Indian Child Welfare Association

Portland, Oregon

“The National Indian Child Welfare Association (NICWA) is the most comprehensive source of information on American Indian child welfare and works on behalf of Indian children and families. NICWA provides (a) public policy, research, and advocacy; (b) information and training on Indian child welfare; and (c) community development services to a broad national audience including tribal governments and programs, state child welfare agencies, and other organizations, agencies, and professionals interested in the field of Indian child welfare.”  The web site includes a variety of products and materials, American Indian/Alaska Native fact sheets by State, and a Tribal directory.
Home page:   http://www.nicwa.org/

“The National Mentoring Center offers a wide variety of publications and training materials to programs and mentoring professionals.  All publications are available for download on this website.  All materials produced by the NMC are "public domain" meaning they can be reproduced by programs and individuals and incorporated into other training materials and program manuals (NMC must be cited as the source, however).”
Home page:  http://www.nwrel.org/mentoring/



“Established in 1910, The Urban League is the nation's oldest and largest community- based movement devoted to empowering African Americans to enter the economic and social mainstream.  Today, the National Urban League, spearheads the non-partisan efforts of its local affiliates.  There are over 100 local affiliates of the National Urban League located in 35 states and the District of Columbia providing direct services to more than 2 million people nationwide through programs, advocacy and research. . . . The National Urban League Education & Youth Division works to improve educational opportunity for African-American students through scholarships, academic achievement initiatives, early child care/developmental programs, mentoring opportunities and youth leadership development. We've been doing so for over fifty years.  The goal is to equip children for competition with the best and the brightest in the nation and the world.  It is also to close the persistent achievement gap that continues to separate African-American and Latino students from Asian and white students. . . . Through the Urban League 700,000 youngsters have been served in early childhood and after school programs. Over $10 million in college scholarships have been awarded since 1999, and thousands have benefited from our mentoring programs and youth leadership development.”
National Urban League home page:   http://www.nul.org/


Native American Sports Council
Colorado Springs, Colorado

“The Native American Sports Council (NASC) is a non-profit member of the U.S. Olympic Committee and is dedicated to promoting community wellness through culturally appropriate youth-oriented sports programs.  The NASC was founded upon tribal traditions, which have for centuries promoted individual and community well-being through sport and the lessons learned from traditional games as a curriculum for life.”
Home page:   http://www.nascsports.org/


Office for Civil Rights
U.S. Department of Education

Atlanta, Georgia

“The mission of 100 Black Men of America, Inc. is to improve the quality of life within our communities and enhance educational and economic opportunities for all African Americans.  100 Black Men of America, Inc. is committed to the intellectual development of youth and the economic empowerment of the African American community based on the following precepts: respect for family, spirituality, justice, and integrity.”  The 100’s Four For The FutureTM Programs focus on:  (a) mentoring; (b) education; (c) health and wellness; (d) economic development.
Home page:   http://www.100blackmen.org/

“The QEM Network is a non-profit organization dedicated to improving the education of African Americans, Alaska Natives, American Indians, Mexican Americans, and Puerto Ricans.  Millions of dollars, now spent for remedial purposes, could be made available  for the educational benefit of all children and youth by improving the quality of education available to the groups targeted by QEM.  Quality education for minorities improves the quality of education for all.”  Many QEM projects and activities focus on access to science, technology, engineering, and math programs in public schools and  higher education.
Home page:   http://qemnetwork.qem.org/

“The Race Matters Consortium is a diverse group of child welfare experts representing research, policy, administration, practice, and advocacy, who first joined together in 1999 to systematically examine disproportional representation of individuals of different races and ethnic groups in the child welfare system.  Today the Consortium has expanded to not only examine disproportional representation, but to get a better understanding of those practices that will address the needs of children of color more appropriately, and to collaborate with others who understand the need for attention to the issues in an effort to influence change in child welfare practice and policy.”
Home page:   http://www.racemattersconsortium.org/