; Whereas recent reports by the Government Accountability Office and other national reports detail racial disparities in the Nation’s educational systems as follows: (1) The percentage of schools that are isolated by poverty and race increased from 9 percent during the 2000–2001 school year to 16 percent during the 2013–2014 school year. (2) High-poverty schools that are majority Black and Latino are less likely to offer a range of math courses and such lack of access is linked to lower completion rates for higher-level math and science courses in high school, which is a critical component of preparing students for college and careers. (3) Only 12 percent of students took AP courses at high-poverty schools that are majority Black and Latino and offer such courses, compared to 24 percent of all students in low-poverty schools with lower Black and Latino enrollment. (4) Students of color on average have lower enrollment in prekindergarten programs, and attend lower quality prekindergarten programs, than their White peers. (5) Black students are disproportionately excluded from school, beginning as early as preschool, and students who are suspended are more likely to fail a grade, drop out of school, and become involved in the juvenile justice system. (6) With few exceptions, Black students, boys, and students with disabilities experience disparities in the administration of school discipline, regardless of the type of disciplinary action, poverty level of the school, or type of public school attended. (7) Research suggests that implicit biases—stereotypes or unconscious associations that people, including teachers and other school staff, hold about other people—are a contributing factor to these discipline disparities because they cause school staff to judge students differently based on their race. Whereas the Office for Civil Rights of the Department of Education and the Civil Rights Division of the Department of Justice are charged with enforcing title VI and its regulations, which prohibit both intentional