¶ … Diversity" (October 2002) author Rebecca Jones observes that, within K-12 public school settings today, 'diversity' is increasingly being defined in one of two ways: (1) ethnic or racial diversity (i.e., the traditional public school ethnic mix brought about through busing; vouchers, re-districting, and various other measures, some of them better, and more successful, than others) and socioeconomic status (SES) diversity (a way of defining, and perhaps reaching, public school diversity based on social class, and without "playing the race card" (Jones). There is no easy solution to the problem, although in my view, the measures taken by the Wake County School System in North Carolina, as described in "Defining Diversity," could perhaps be efficacious in maintaining public school diversity in other areas of the United States as well. Potential relevance and importance of the article's subject matter, to a school administrator, is that as this article describes, there is currently increased pressure on schools and districts (and school administrators) nationwide to somehow bring about equality, within educational settings they supervise, in ways that do not also potentially lead to lawsuits like the one described, Samantha Comfort v. Lynn School Committee. In my own opinion, methods like forced busing, or anything requiring protracted trips far away from home in order to go to school, can be a hardship on students, and arguably even interfere with , and social) ethnic diversity is an important, undeniable fact of 21st century American life. Gone are the days, when any individual could expect to live, work, do business, and socialize with others who mainly shared one's ethnic, economic, and…
Education Law: Homeschooling The objective of this work in writing is to conduct an analysis of RV Jones case based on the questions of: (1) What is the legal path of this case and what are the key facts of the case? (2) What are the decision of the highest court and the key points of law defined by the judge in the rationale of this decision? If the decision had
555). In their interpretation of United States v. Fordice, the Department of Education refers to the "sound educational practices" clause in Fordice by mentioning the "distinctive histories and traditions" represented by historically black institutions (Moore 2000, p. 556). Such histories, traditions, and techniques of cultural preservation are inherently valuable and educationally sound. Historically black institutions are constitutional also in the sense that they actively encourage choice among African-American applicants
State regulations prohibit discrimination on the basis of explicit protected categories, including age, in any program or activity that is funded directly by the state, or receives any financial assistance from the state (Black, 2002). The Age Discrimination Act of 1975 and the federal implementing regulations at 34 Code of Federal Regulations part 110, prohibit discrimination based on age in programs or activities that receive federal financial assistance. All California
Education Law Policy and Social Justice Mother Tongue Instruction The population of students receiving their instruction in another language apart from their mother tongue is increasing as a consequence of the increased migration. Indeed, as Bingol (2012) points out, “migration and language are clearly linked issues…. because the language of instruction in the schools is different from the language spoken at home, some arrangements must be done for these children in
The parents, O'Connor wrote today, "in effect ask this Court to assume that every IEP is invalid until the school district demonstrates that it is not. The Act does not support this conclusion.... The burden of proof in an administrative hearing challenging an IEP is properly placed upon the party seeking relief (Barbash, 2005)." Conclusion In each case, the court sided with the district. Special education laws are designed to protect students
educational laws that has been signed by the U.S. president in the last decades is the No Child Left Behind Act of 2001. This act represents a comprehensive approach towards both providing aid for disadvantaged students and towards improving overall scores in tests for students throughout the educational year. The main provision of this legislative act is that it ties federal funding with results in public schools. The first phase
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