Project on Deep Poverty
As part of a larger project in partnership with the Center on Budget and Policy Priorities (CBPP), CLASP, and the Center for American Progress (CAP) to work on deep poverty, the Georgetown Center on Poverty and Inequality is developing innovative ideas for policy and program improvements that would address the needs of especially vulnerable children, youth and families—particularly those living with incomes below roughly half the poverty line in the United States.
Specifically, the center is engaging a wide range of practitioners, program administrators, researchers, and policy experts to help determine future directions for policy-relevant research and idea development, including through the commissioning of primary and secondary research and analyses, as well as other work products focused on ideas that would help families who experience or are at risk of experiencing deep poverty.
Project on Marginalized Girls
In this policy series, we are examining how to improve public systems’ support of marginalized girls. We are working with experts in the field, including researchers, advocates, policymakers, service providers, and girls themselves to elevate promising practices and develop gender-responsive and culturally competent policy to support girls in school systems; the juvenile justice system; and girls who are victims of domestic sex trafficking; and to improve workforce opportunities for low-income girls and girls of color, including a focus on STEM fields. In this work, we are proud to serve as a steering committee member of the Girls @ The Margin National Alliance and the National Girls Institute, a project run by the US Department of Justice's Office of Juvenile Justice and Delinquency Prevention.
On June 19, 2014, we partnered with the US Department of Education's Office for Civil Rights to host a conference, "Equity in Schools: The Future of School Discipline." The keynote address was delivered by Catherine E. Lhamon, Assistant Secretary for Civil Rights, and panels examined the need for implementing the new disciplinary guidelines jointly released by the US Departments of Education and Justice; the importance of implementing a trauma-informed approach in schools; the unique needs of marginalized girls of color; and the potential of private-public partnerships. After the conference, the Center turned to focus on the disproportionate school discipline experienced by girls of color. In September 2016, the Center co-hosted a conference at the White House entitled “Trauma-Informed Approaches in School: Supporting Girls of Color and Rethinking Discipline.” In addition, we are currently engaged in a research project with the National Black Women’s Justice Institute to examine the relationship between school-based police and girls of color; and we are conducting research to examine the existence of implicit bias against girls of color in school.