Wisconsin

17 percent of all African-American students received out-of-school suspensions in the 2009-2010 school year compared to 7 percent of Latino students and just 5 percent of White students. Even more shocking, 25 percent of African-American students with disabilities were suspended the same year. In "Opportunities Suspended: The Disparate Impact of Disciplinary Exclusion From School," the Center for Civil Rights Remedies at the UCLA's Civil Rights Project analyzes data from the U.S. Department of Education's Office of Civil Rights on school discipline and suspensions in the 2009-10 school year. The comprehensive report reveals the unconscionable disparities regarding which students are pushed out of the classroom and locked out of school.

It seems we have another case of politics and penny-pinching overriding common sense and educational research. High-quality early childhood education for all children is one of the best investments we can make. So why aren't we doing it? Because our elected officials lack the will and the courage to do what is right and help communities find the resources they need to provide all students with access to quality early education opportunities.

The 2012 version of the Annie E. Casey Foundation's annual "KIDS COUNT Data Book" provides a wealth of information about the well-being of our nation's children, including state-by-state data on educational opportunities, economic security, access to healthcare and family and community environments. The report illustrates the deep disparities between children of color and their White peers and between children from wealthy and low-income families in access to the opportunities and supports necessary to succeed in school and in life. Overall, the report finds that a higher percentage of students of color are living in poverty, not attending preschool, not graduating on time and don't have health insurance compared to non-Hispanic White children.