This chapter discusses important federal legislation and court cases that have impacted education in America. It outlines several key acts of Congress from the late 18th century to the late 20th century that established public schools, provided funding for vocational education, supported students with limited English skills, and mandated services for students with disabilities. It also summarizes several landmark Supreme Court cases, including Brown v. Board of Education, which ruled that racial segregation in public schools is unconstitutional, and Tinker v. Des Moines, which established students' rights to freedom of expression.
The professional standards movement began in 1957 after the Soviet Union launched Sputnik, which caused Americans to question the US educational system and led to numerous reform initiatives. Major reforms included the National Defense Education Act of 1958 which provided funding for STEM education, and the Elementary and Secondary Education Act of 1965 which established standards and accountability and provided funds to close achievement gaps. A Nation at Risk report in 1983 renewed emphasis on core subjects and high standards, calling for reforms like longer school days and years.
The document summarizes the history of special education policy and treatment of students with disabilities in the US prior to the 1975 passage of Public Law 94-142 (Education for All Handicapped Children Act). It describes how before this law, many students with disabilities were excluded from public schools or institutionalized. Key events that helped shift views and lead to greater rights and access to education included court cases like Brown v. Board of Education, the Rehabilitation Act of 1973, and advocacy groups applying lessons of the civil rights movement. The 1975 law established the fundamental principles of free appropriate public education, individualized education programs, and educating students in the least restrictive environment.
This chapter discusses the various groups and levels of government that control public education in the United States. It notes that control is shared between federal, state, and local governments as well as non-governmental groups. Specifically, it outlines how the federal government's role has expanded since the 1960s through legislation and court rulings. It also discusses the influence of state governments, local boards of education, teachers' unions, testing agencies, and other organizations on public schooling in America.
Birth of a Policy: Elementary and Secondary Education Act (ESEA)Malika Bennett
The Elementary and Secondary Education Act (ESEA) of 1965 was the first major federal law used to provide funding to K-12 education. It was part of President Lyndon B. Johnson's "War on Poverty" and aimed to improve educational opportunities for disadvantaged students. The law funded several educational programs and resources and required federal funding be provided to state and local education agencies. While there was some opposition, the ESEA was widely supported and helped address educational inequality issues that had been highlighted by the civil rights movement. The law has since been reauthorized several times to both continue its goals and adapt to changing needs.
The Elementary and Secondary Education Act (ESEA) of 1965 was part of Lyndon B. Johnson's War on Poverty and marked the first major federal investment in K-12 education. The ESEA provided funds to improve academic resources and promote parental involvement, especially through Title I funding directed towards schools with high poverty rates. While funding was initially inadequate, subsequent reauthorizations increased funds and granted more control to local agencies. The ESEA has shaped U.S. educational policy for over 40 years and continues to fund Title I programs, though its impact on student outcomes has been modest.
The document discusses major events and legislation in the history of education in the United States from 1900 to the present. It covers the progressive era, the GI Bill, Brown v. Board of Education, the Elementary and Secondary Education Act, affirmative action and Title IX, the Individuals with Disabilities Education Act, and No Child Left Behind. Key events included desegregation, expanding access to education, and increasing standards and accountability.
Priorities for Equity and Inclusion? Quality in Early Childhood Care and Educ...Young Lives Oxford
Keynote speech by Renu Singh at the British Association of Comparative and International Education conference, 10 Sept 2014.
The importance of early development in shaping children's education outcomes is widely acknowledged. The Dakar Framework for Action reinforced the call for 'expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children'. Building an enabling policy environment which focuses on equity and equality in allocations and interventions is essential if the rights of every young child are to be promoted.
This document provides an overview of public school law in Texas, including sources of law such as constitutional law, statutory law, administrative law, and judicial law. It discusses key laws and court cases that have shaped education policy. It also summarizes Texas laws on school finance, parental rights, and options for private and home schooling.
The professional standards movement began in 1957 after the Soviet Union launched Sputnik, which caused Americans to question the US educational system and led to numerous reform initiatives. Major reforms included the National Defense Education Act of 1958 which provided funding for STEM education, and the Elementary and Secondary Education Act of 1965 which established standards and accountability and provided funds to close achievement gaps. A Nation at Risk report in 1983 renewed emphasis on core subjects and high standards, calling for reforms like longer school days and years.
The document summarizes the history of special education policy and treatment of students with disabilities in the US prior to the 1975 passage of Public Law 94-142 (Education for All Handicapped Children Act). It describes how before this law, many students with disabilities were excluded from public schools or institutionalized. Key events that helped shift views and lead to greater rights and access to education included court cases like Brown v. Board of Education, the Rehabilitation Act of 1973, and advocacy groups applying lessons of the civil rights movement. The 1975 law established the fundamental principles of free appropriate public education, individualized education programs, and educating students in the least restrictive environment.
This chapter discusses the various groups and levels of government that control public education in the United States. It notes that control is shared between federal, state, and local governments as well as non-governmental groups. Specifically, it outlines how the federal government's role has expanded since the 1960s through legislation and court rulings. It also discusses the influence of state governments, local boards of education, teachers' unions, testing agencies, and other organizations on public schooling in America.
Birth of a Policy: Elementary and Secondary Education Act (ESEA)Malika Bennett
The Elementary and Secondary Education Act (ESEA) of 1965 was the first major federal law used to provide funding to K-12 education. It was part of President Lyndon B. Johnson's "War on Poverty" and aimed to improve educational opportunities for disadvantaged students. The law funded several educational programs and resources and required federal funding be provided to state and local education agencies. While there was some opposition, the ESEA was widely supported and helped address educational inequality issues that had been highlighted by the civil rights movement. The law has since been reauthorized several times to both continue its goals and adapt to changing needs.
The Elementary and Secondary Education Act (ESEA) of 1965 was part of Lyndon B. Johnson's War on Poverty and marked the first major federal investment in K-12 education. The ESEA provided funds to improve academic resources and promote parental involvement, especially through Title I funding directed towards schools with high poverty rates. While funding was initially inadequate, subsequent reauthorizations increased funds and granted more control to local agencies. The ESEA has shaped U.S. educational policy for over 40 years and continues to fund Title I programs, though its impact on student outcomes has been modest.
The document discusses major events and legislation in the history of education in the United States from 1900 to the present. It covers the progressive era, the GI Bill, Brown v. Board of Education, the Elementary and Secondary Education Act, affirmative action and Title IX, the Individuals with Disabilities Education Act, and No Child Left Behind. Key events included desegregation, expanding access to education, and increasing standards and accountability.
Priorities for Equity and Inclusion? Quality in Early Childhood Care and Educ...Young Lives Oxford
Keynote speech by Renu Singh at the British Association of Comparative and International Education conference, 10 Sept 2014.
The importance of early development in shaping children's education outcomes is widely acknowledged. The Dakar Framework for Action reinforced the call for 'expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children'. Building an enabling policy environment which focuses on equity and equality in allocations and interventions is essential if the rights of every young child are to be promoted.
This document provides an overview of public school law in Texas, including sources of law such as constitutional law, statutory law, administrative law, and judicial law. It discusses key laws and court cases that have shaped education policy. It also summarizes Texas laws on school finance, parental rights, and options for private and home schooling.
This presentation discusses the history of special education and the legislation that has shaped it. It begins by covering early court cases that established the separate but equal doctrine and made it difficult for students with disabilities to receive an education. The 1954 Supreme Court decision declared separate but unequal in education. Subsequent cases and laws including the Education for All Handicapped Children Act of 1975 and Individuals with Disabilities Education Act have provided students with disabilities the right to a free and appropriate public education and protections in the special education process. Special education has come a long way thanks to these legislative changes.
By Kimberly Krause, Paul Galgovich, Catherine Gentzke, Gretchen Tulloch, and Rajesh Barnabas
For Social Foundations of Education
Edts Hybrid Program
Nazareth College
School of Education
Instructor
Sandra Mancuso
November 25, 2008
Individuals With Disabilities Education Act (IDEA) Social Foundations & HistoryRajasaurus Brontozaurus
By Kimberly Krause, Paul Galgovich, Catherine Gentzke, Gretchen Tulloch, and Rajesh Barnabas
For Social Foundations of Education
Edts Hybrid Program
Nazareth College
School of Education
Instructor
Sandra Mancuso
November 25, 2008
This document provides an overview of the history and legal foundations of public education in the United States. It begins with a brief history, noting that education started as a family responsibility but grew to also be a function of local, state, and federal governments. It then outlines some of the key legal sources that govern public education, including the U.S. Constitution, state constitutions, statutes, and court cases. Specifically, it discusses how the First, Fourth, and Fifth Amendments of the U.S. Constitution impact education. The document traces the increasing involvement of the federal government over time to support public education.
This document discusses legal issues related to education in the United States. It begins by explaining that the 10th Amendment gives states responsibility for public education. Key court cases are discussed, including those related to separation of church and state, desegregation, students' rights, and teachers' rights. The rights of teachers can differ slightly from other citizens, as schools have an interest in maintaining order, but teachers are generally afforded due process protections.
The history of special education in the United States began in 1879 with ungraded classes for students deemed unteachable or with behavioral issues. Through the early and mid-20th century, advocacy and legal decisions led to the establishment of segregated special education programs and recognition of conditions like learning disabilities. Major legislation in the 1970s including Section 504, IDEA, and ADA established rights for students with disabilities to access public education. Subsequent reauthorizations of IDEA in the late 20th century strengthened inclusion and accountability.
The document provides a timeline of key events and legislation in the history of special education law in the United States from 1817 to 2015. Some of the major developments include the establishment of the first schools for the deaf and blind in the 1800s, important court cases like PARC v. Commonwealth of Pennsylvania and Mills v. Board of Education in the 1970s that established the right to education, and the passage of laws such as the Education for All Handicapped Children Act of 1975, Americans with Disabilities Act of 1990, and Individuals with Disabilities Education Act that codified rights and protections for students with disabilities.
This presentation addresses the following in the field of Special Education:
1. The connection between theory and decision making
2. The impact of legislation on special educators and their practices
3. How this legislation positively or negatively impacts families of students with exceptional learning needs
4. Common terminology and acronyms used in special education
This document outlines the history of special education in the United States from the 1950s to present day. It discusses several key events and laws that improved access and inclusion for students with special needs, including the Brown v. Board of Education ruling in 1954, Section 504 of the Rehabilitation Act of 1973, the Education for All Handicapped Children Act of 1975, and the Individuals with Disabilities Education Act of 1990. The document also summarizes amendments to existing laws that further advanced rights for students with disabilities and their families. Overall, it shows that education has made significant progress in providing equal and fair education for all students through increased intervention services, inclusion practices, and anti-discrimination protections.
The document is a review test for a course on special education. It contains multiple choice questions about laws, policies, historical figures and milestones related to the education of students with disabilities. Some key points addressed include the establishment of schools for students who are deaf or blind in the 19th century, influential French physicians who developed new teaching methods, and important legislation passed in the Philippines to promote inclusive education.
Early childhood special education has evolved over time. Prior to 1986, children with disabilities were often educated at home or institutionalized. The Education for All Handicapped Children Act of 1975 required schools to provide education for children with disabilities aged 5 and up. Subsequent laws such as the Individuals with Disabilities Education Act of 1990 expanded services to children from birth to age 5. Currently, early intervention services are provided under Part C of IDEA to over 300,000 children from birth to age 2 annually to help with development.
This document discusses the increasing role of the federal government in education policy over recent decades, culminating in the Common Core State Standards initiative. It notes that while the standards aim to improve education, their development involved significant corporate influence and they require standardized testing and an "earlier is better" academic focus that may not respect children's developmental needs. Independent schools like Waldorf schools are concerned about external controls compromising their educational approaches. Overall the document expresses skepticism about top-down education reform and a preference for local control and developmental approaches.
Constitutional Basis of Philippine Educational System John Carl Aunso
The document discusses the constitutional basis of the Philippine educational system. It outlines how different Philippine constitutions have shaped education, beginning with the Malolos Constitution of 1899 which made primary education compulsory. Subsequent constitutions, like those from 1935 and 1973, emphasized vocational education and maintaining a free public school system. The current 1987 Constitution mandates education, science, technology, arts, and culture. Overall, the document shows how Philippine constitutions have established and evolved the country's educational policies and provisions over time.
The document provides a history of special education from the 18th century to modern day. It discusses how in the 18th century, enlightenment thinkers like Rousseau influenced new ideas about educating all children according to their needs and abilities. Pioneers in the late 18th century like Charles Michel L'Epeé and Valentin Haüy established the first schools for deaf and blind students. Throughout the 19th century, more schools and programs for disabled students were founded in the US and laws were passed to support special education. Major legislation in the 20th century like IDEA, ADA, and the Rehabilitation Act established legal rights and protections for students with disabilities to receive a free and appropriate public education.
This document outlines the timeline and key events in the history of bilingual education in the United States:
- 1968 saw the passage of the Bilingual Education Act, the first legislation recognizing the needs of Limited English Proficient (LEP) students and providing funding for bilingual education programs.
- Lau v. Nichols in 1974 was an important Supreme Court case that established language minority students' right to equal educational opportunities.
- In 1998, Proposition 227 in California changed how LEP students were taught, requiring instruction be mostly in English and eliminating most multi-year bilingual programs.
- Proposition 203 in Arizona in 2000 also limited the types of instruction available to English language learners.
This document provides a summary of 8 major events in the history of special education in the United States:
1) Brown v. Board of Education in 1954 ruled that segregation of public schools was unconstitutional.
2) Mills v. Board of Education and Pennsylvania Assoc. for Retarded Children established that all children have a right to public education.
3) The Rehabilitation Act of 1973 prohibited disability discrimination in federal programs and employment.
4) Public Law 94-142, passed in 1975, guaranteed free appropriate public education to all children with disabilities.
5) The Americans with Disabilities Act of 1990 prohibited discrimination against people with disabilities.
6) Final federal regulations were issued governing special education.
Dr. William Allan Kritsonis (Excellent) Religion in the Schools, PPT.William Kritsonis
This document discusses legal issues surrounding religion in public schools. It begins by outlining the Establishment and Free Exercise clauses of the First Amendment and key Supreme Court cases related to religion and education. It then examines specific contemporary issues like school prayer, teaching creationism, holidays, and more. Throughout, it references federal and state laws and court cases related to finding the appropriate separation of church and state in schools. The document aims to clarify the complex legal framework around this issue.
William Allan Kritsonis, PhD
PhD, University of Iowa, Iowa City, Iowa, 1976
M.Ed. Seattle Pacific University, Seattle, Washington, 1971
B.A. Central Washington University, Ellensburg, Washington
Visiting Scholar, Columbia University, Teachers College, New York, 1981
Doctor of Humane Letters, School of Graduate Studies, Southern Christian University
The document lists various careers and jobs that could be considered spiritual or part of God's kingdom, including vicar, pastor, organist, owner of a Christian bookshop, street preacher, nun, missionary, and worker for a Christian charity. It also lists some jobs that are not explicitly religious but do not necessarily contradict Christian faith, such as baker, butcher, candlestick maker, and mechanic. The document cites a passage from Romans urging believers to offer their bodies as living sacrifices and not conform to patterns of the world that emphasize work as irrelevant, consumerism, and quest for power.
1) A school principal reported a teacher to Child Protective Services for allegedly hitting a student with a chair based on interviews with the student and others. The teacher sued the principal for defamation and conspiracy.
2) The court found that the principal was entitled to immunity for reports made in good faith to child protective services. The principal provided affidavits demonstrating her reasonable belief that reporting was required, while the teacher provided no evidence that no reasonable principal would have believed reporting was necessary.
3) The court reversed the trial court's denial of summary judgment for the principal, finding that she was entitled to immunity as her report was made in good faith.
1) The document discusses an Austrian project called eLSA that aims to promote e-maturity in secondary schools through establishing goals and certifying schools that meet those goals.
2) Some key goals of eLSA include having students and teachers regularly use e-learning approaches and sharing experiences, revising school programs to include e-learning aspects, and offering students IT/e-learning certificates.
3) Schools applying for eLSA certification must show evidence of meeting goals like teachers experiencing e-learning in their subjects and collaborating with other teachers.
This presentation discusses the history of special education and the legislation that has shaped it. It begins by covering early court cases that established the separate but equal doctrine and made it difficult for students with disabilities to receive an education. The 1954 Supreme Court decision declared separate but unequal in education. Subsequent cases and laws including the Education for All Handicapped Children Act of 1975 and Individuals with Disabilities Education Act have provided students with disabilities the right to a free and appropriate public education and protections in the special education process. Special education has come a long way thanks to these legislative changes.
By Kimberly Krause, Paul Galgovich, Catherine Gentzke, Gretchen Tulloch, and Rajesh Barnabas
For Social Foundations of Education
Edts Hybrid Program
Nazareth College
School of Education
Instructor
Sandra Mancuso
November 25, 2008
Individuals With Disabilities Education Act (IDEA) Social Foundations & HistoryRajasaurus Brontozaurus
By Kimberly Krause, Paul Galgovich, Catherine Gentzke, Gretchen Tulloch, and Rajesh Barnabas
For Social Foundations of Education
Edts Hybrid Program
Nazareth College
School of Education
Instructor
Sandra Mancuso
November 25, 2008
This document provides an overview of the history and legal foundations of public education in the United States. It begins with a brief history, noting that education started as a family responsibility but grew to also be a function of local, state, and federal governments. It then outlines some of the key legal sources that govern public education, including the U.S. Constitution, state constitutions, statutes, and court cases. Specifically, it discusses how the First, Fourth, and Fifth Amendments of the U.S. Constitution impact education. The document traces the increasing involvement of the federal government over time to support public education.
This document discusses legal issues related to education in the United States. It begins by explaining that the 10th Amendment gives states responsibility for public education. Key court cases are discussed, including those related to separation of church and state, desegregation, students' rights, and teachers' rights. The rights of teachers can differ slightly from other citizens, as schools have an interest in maintaining order, but teachers are generally afforded due process protections.
The history of special education in the United States began in 1879 with ungraded classes for students deemed unteachable or with behavioral issues. Through the early and mid-20th century, advocacy and legal decisions led to the establishment of segregated special education programs and recognition of conditions like learning disabilities. Major legislation in the 1970s including Section 504, IDEA, and ADA established rights for students with disabilities to access public education. Subsequent reauthorizations of IDEA in the late 20th century strengthened inclusion and accountability.
The document provides a timeline of key events and legislation in the history of special education law in the United States from 1817 to 2015. Some of the major developments include the establishment of the first schools for the deaf and blind in the 1800s, important court cases like PARC v. Commonwealth of Pennsylvania and Mills v. Board of Education in the 1970s that established the right to education, and the passage of laws such as the Education for All Handicapped Children Act of 1975, Americans with Disabilities Act of 1990, and Individuals with Disabilities Education Act that codified rights and protections for students with disabilities.
This presentation addresses the following in the field of Special Education:
1. The connection between theory and decision making
2. The impact of legislation on special educators and their practices
3. How this legislation positively or negatively impacts families of students with exceptional learning needs
4. Common terminology and acronyms used in special education
This document outlines the history of special education in the United States from the 1950s to present day. It discusses several key events and laws that improved access and inclusion for students with special needs, including the Brown v. Board of Education ruling in 1954, Section 504 of the Rehabilitation Act of 1973, the Education for All Handicapped Children Act of 1975, and the Individuals with Disabilities Education Act of 1990. The document also summarizes amendments to existing laws that further advanced rights for students with disabilities and their families. Overall, it shows that education has made significant progress in providing equal and fair education for all students through increased intervention services, inclusion practices, and anti-discrimination protections.
The document is a review test for a course on special education. It contains multiple choice questions about laws, policies, historical figures and milestones related to the education of students with disabilities. Some key points addressed include the establishment of schools for students who are deaf or blind in the 19th century, influential French physicians who developed new teaching methods, and important legislation passed in the Philippines to promote inclusive education.
Early childhood special education has evolved over time. Prior to 1986, children with disabilities were often educated at home or institutionalized. The Education for All Handicapped Children Act of 1975 required schools to provide education for children with disabilities aged 5 and up. Subsequent laws such as the Individuals with Disabilities Education Act of 1990 expanded services to children from birth to age 5. Currently, early intervention services are provided under Part C of IDEA to over 300,000 children from birth to age 2 annually to help with development.
This document discusses the increasing role of the federal government in education policy over recent decades, culminating in the Common Core State Standards initiative. It notes that while the standards aim to improve education, their development involved significant corporate influence and they require standardized testing and an "earlier is better" academic focus that may not respect children's developmental needs. Independent schools like Waldorf schools are concerned about external controls compromising their educational approaches. Overall the document expresses skepticism about top-down education reform and a preference for local control and developmental approaches.
Constitutional Basis of Philippine Educational System John Carl Aunso
The document discusses the constitutional basis of the Philippine educational system. It outlines how different Philippine constitutions have shaped education, beginning with the Malolos Constitution of 1899 which made primary education compulsory. Subsequent constitutions, like those from 1935 and 1973, emphasized vocational education and maintaining a free public school system. The current 1987 Constitution mandates education, science, technology, arts, and culture. Overall, the document shows how Philippine constitutions have established and evolved the country's educational policies and provisions over time.
The document provides a history of special education from the 18th century to modern day. It discusses how in the 18th century, enlightenment thinkers like Rousseau influenced new ideas about educating all children according to their needs and abilities. Pioneers in the late 18th century like Charles Michel L'Epeé and Valentin Haüy established the first schools for deaf and blind students. Throughout the 19th century, more schools and programs for disabled students were founded in the US and laws were passed to support special education. Major legislation in the 20th century like IDEA, ADA, and the Rehabilitation Act established legal rights and protections for students with disabilities to receive a free and appropriate public education.
This document outlines the timeline and key events in the history of bilingual education in the United States:
- 1968 saw the passage of the Bilingual Education Act, the first legislation recognizing the needs of Limited English Proficient (LEP) students and providing funding for bilingual education programs.
- Lau v. Nichols in 1974 was an important Supreme Court case that established language minority students' right to equal educational opportunities.
- In 1998, Proposition 227 in California changed how LEP students were taught, requiring instruction be mostly in English and eliminating most multi-year bilingual programs.
- Proposition 203 in Arizona in 2000 also limited the types of instruction available to English language learners.
This document provides a summary of 8 major events in the history of special education in the United States:
1) Brown v. Board of Education in 1954 ruled that segregation of public schools was unconstitutional.
2) Mills v. Board of Education and Pennsylvania Assoc. for Retarded Children established that all children have a right to public education.
3) The Rehabilitation Act of 1973 prohibited disability discrimination in federal programs and employment.
4) Public Law 94-142, passed in 1975, guaranteed free appropriate public education to all children with disabilities.
5) The Americans with Disabilities Act of 1990 prohibited discrimination against people with disabilities.
6) Final federal regulations were issued governing special education.
Dr. William Allan Kritsonis (Excellent) Religion in the Schools, PPT.William Kritsonis
This document discusses legal issues surrounding religion in public schools. It begins by outlining the Establishment and Free Exercise clauses of the First Amendment and key Supreme Court cases related to religion and education. It then examines specific contemporary issues like school prayer, teaching creationism, holidays, and more. Throughout, it references federal and state laws and court cases related to finding the appropriate separation of church and state in schools. The document aims to clarify the complex legal framework around this issue.
William Allan Kritsonis, PhD
PhD, University of Iowa, Iowa City, Iowa, 1976
M.Ed. Seattle Pacific University, Seattle, Washington, 1971
B.A. Central Washington University, Ellensburg, Washington
Visiting Scholar, Columbia University, Teachers College, New York, 1981
Doctor of Humane Letters, School of Graduate Studies, Southern Christian University
The document lists various careers and jobs that could be considered spiritual or part of God's kingdom, including vicar, pastor, organist, owner of a Christian bookshop, street preacher, nun, missionary, and worker for a Christian charity. It also lists some jobs that are not explicitly religious but do not necessarily contradict Christian faith, such as baker, butcher, candlestick maker, and mechanic. The document cites a passage from Romans urging believers to offer their bodies as living sacrifices and not conform to patterns of the world that emphasize work as irrelevant, consumerism, and quest for power.
1) A school principal reported a teacher to Child Protective Services for allegedly hitting a student with a chair based on interviews with the student and others. The teacher sued the principal for defamation and conspiracy.
2) The court found that the principal was entitled to immunity for reports made in good faith to child protective services. The principal provided affidavits demonstrating her reasonable belief that reporting was required, while the teacher provided no evidence that no reasonable principal would have believed reporting was necessary.
3) The court reversed the trial court's denial of summary judgment for the principal, finding that she was entitled to immunity as her report was made in good faith.
1) The document discusses an Austrian project called eLSA that aims to promote e-maturity in secondary schools through establishing goals and certifying schools that meet those goals.
2) Some key goals of eLSA include having students and teachers regularly use e-learning approaches and sharing experiences, revising school programs to include e-learning aspects, and offering students IT/e-learning certificates.
3) Schools applying for eLSA certification must show evidence of meeting goals like teachers experiencing e-learning in their subjects and collaborating with other teachers.
Student Freedom of Speech, Student Expression, Pickering and other cases, Censsorship of Student Publications, Due Process, Discrimination, Diversity, Multicultural Issues, Personnel Administration
Dr. William Allan Kritsonis, School Law, Drug Testing, Student Dress and Grooming, Search and Seizure in Public Schools, Privacy Issues, Due Process, Discrimination, Diversity, Legal Procedures, Rights of Students and Employees
Timothy Kirkland's teaching contract was not renewed by the Northside Independent School District after he used a supplemental reading list in his world history class that was not approved by the school administration. Kirkland sued the school district, alleging violations of his first amendment rights. The U.S. Court of Appeals for the Fifth Circuit ruled that school districts have legitimate interests in shaping their own curricula and requiring teachers to use official reading lists unless separate materials are approved. The court concluded Kirkland's use of the unapproved supplemental reading list was not constitutionally protected speech, as it did not involve a matter of public concern. Schools are not required to relinquish control over curricula to the unfettered discretion of individual teachers
The document is about a girl who faces many challenges including balancing school and work without proper shoes or school supplies, taking outdoor baths in the cold, and living in a leaky house. Despite these difficulties, she remains determined to succeed in school, get her family a better home, help her siblings get an education, and inspire others through her example of hard work and perseverance.
Jocelyn Jee prepares her hair for a comedy show while Carl Donnelly relaxes backstage. Jocelyn opens the show to get the crowd excited. Carl performs with a laid-back style using juvenile humor that captivates the audience. Throughout the night various comedians take the stage to perform, share jokes, and keep the laughs coming, with the crowd showing appreciation. In the end, the show supports work in Zimbabwe.
Dr. W.A. Kritsonis, Doctoral Mentored Research
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing Through the Realms of Meaning.
El documento describe las actividades de un proyecto de alimentación y salud en un colegio durante el curso escolar, incluyendo reuniones con padres, días semanales centrados en frutas, talleres sobre alimentos como la manzana, castañas, pan y pizza, visitas a una granja y mercado, y celebraciones como Carnaval y Semana Santa con enfoque en comida saludable.
Searching for Dynamical Resemblance Between Time Series: A Method Based on No...Gladstone Alves
This document proposes a method to search for dynamical resemblance between time series based on nonlinear autoregressive models (NARMAX). It involves using NARMAX models to represent time series, estimating models on different data windows, and comparing the eigenvalue variations between models. As a case study, it applies this to monthly river flow data divided into windows. It finds the dynamics of windows 1 and 6 are similar based on linear model forecasts and the proposed NARMAX approach, suggesting a hidden periodic cycle in the data.
The document discusses Spain's progress on mapping its road network and data usage. It notes that 20% of Spain's targeted 370,000 km of roads have been mapped, and current data usage per capita of 0.3% is far below the target of 80GB per capita. It also promotes contributing to open source mapping projects like OpenStreetMap to help complete mapping efforts and provide an alternative to commercial GIS systems.
The document discusses how everything leaves an imprint and is imprinted by what came before. It talks about how we are all interconnected and part of a larger whole. It also references a quote about how the universe is an imprint that imprints us as we imprint it.
This document covers JavaScript concepts including string methods like toLowerCase() and toUpperCase(), switch statements, arrays, and loops. It provides examples of using these concepts like converting a string to lowercase before comparing, using a switch statement to check multiple conditions, iterating through arrays with for and for-in loops, and using while and do-while loops.
This document discusses passages from John 17 that relate to Palm Sunday themes of joy and sorrow. It summarizes Jesus' prayer to God about revealing himself to humanity and granting eternal life. Jesus asks God to glorify him so that he in turn can glorify God. He refers to giving authority over all people so they may know God and have eternal life. The passages discuss Jesus revealing God to humanity and his desire for his followers to be with him in glory.
The document outlines the opening hours and services available at a university library. It states that the library is open Monday to Thursday from 8:30am to 9:00pm, Friday from 8:30am to 5:00pm, and Saturday and Sunday from 1:00pm to 5:00pm. It provides information on photocopying and printing services, locations of copiers including on the ground floor and level 1, and accessing full text articles through Google Scholar. It also details borrowing periods for reserve items, how to access the wireless network, check borrowing history and fines online, and who to report a lost student card to. Bookable group study rooms and checking student email for library notices are also mentioned.
The document discusses several bomb blasts that have occurred in India targeting Hindus. It notes that the government has failed to prevent these attacks. It encourages donating money to Hindu charities to help victims of attacks rather than the government, as donations to charities can be deducted from income taxes. A list of eligible Hindu charities is provided. The goal is to support Hindus affected by violence since the government and other organizations have not adequately helped them.
The document provides a timeline of key events in the development of special education in the United States from 1817 to 1994. Some of the major events include the establishment of the first special education school in 1817, compulsory education laws in the 1840s, the formation of advocacy groups for people with disabilities in the late 1800s, important court cases establishing rights to education in the 1970s, and the passage of legislation such as the Education for All Handicapped Children Act of 1975 which mandated free appropriate public education for all children with disabilities. The timeline shows the evolution of special education from isolated schools for specific disabilities to inclusive laws and programs.
Ch. 4 Controlling Schooling in America - Dr. William Allan KritsonisWilliam Kritsonis
This chapter discusses who controls public education in the United States. It notes that control is shared between federal, state, and local levels of government. At the federal level, the judiciary has expanded its role in education since the 1954 Brown v. Board of Education decision requiring desegregation. The federal government also exerts influence through funding and agencies like the Department of Education. States influence education through funding and regulations. Local actors like school boards, teachers' unions, and parents also shape education. No single group is fully in control.
The document summarizes major events in the history of education reform in the United States from the 1950s to present day, focusing on increased recognition of students' individual rights. It discusses key court cases like Brown v. Board of Education that desegregated schools and Tinker v. Des Moines that established free speech rights for students. Major federal education laws like the Elementary and Secondary Education Act, Education for All Handicapped Children Act, Goals 2000, and No Child Left Behind Act are also summarized along with ongoing debates around standardization and accountability versus flexibility and local control in education policy.
Ch. 5 Legal Issues in American Schooling - Dr. William Allan KritsonisWilliam Kritsonis
1. The document discusses several key legal issues in American schooling, including the constitutional basis of education and the separation of church and state.
2. It outlines that the Tenth Amendment gives states responsibility for public education and that state constitutions provide for this. Local boards of education derive their power from state governments.
3. Courts have largely upheld the separation of church and state in schools, prohibiting organized religious activities but allowing voluntary student participation outside of school. Students' and teachers' rights are also addressed.
This document provides a history of special education in the United States from the 1800s to present day. It discusses how students with disabilities were initially excluded from public schools but gained greater access due to compulsory attendance laws. Key court cases like PARC v. Pennsylvania and Mills v. DC Board of Education established rights to education for students with disabilities. The Education for All Handicapped Children Act of 1975 mandated free appropriate public education for all students. Subsequent laws like IDEA and NCLB have further strengthened protections and inclusion of students with special needs in public schools.
I'm proud to share my final project for my Legal and Ethical Principles course at Angelo State University for my Principal Certification. In my legal guide, I explore the four major sources of educational law (constitutional, judicial, statutory, and administrative) and pay particular attending to equitable access to college preparatory programs for all students.
The document discusses Christian rights and expression in public education according to the First Amendment. It provides context on the intent of the First Amendment to prevent establishment of religion while protecting religious freedom. It summarizes key court cases that have established guidelines allowing for individual expression but prohibiting school-endorsed or -led prayer and religious activities. Teachers are limited in discussing their personal faith with students but can discuss objectively different religious beliefs.
This document summarizes the history and evolution of special education in the United States from the 1800s to present day. It outlines several key acts and court cases that advanced special education rights, including the Education for All Handicapped Children Act of 1975 which established the right to free and appropriate public education for all students with disabilities. More recent updates include the Individuals with Disabilities Education Act and No Child Left Behind Act which increased accountability and inclusion of special education students. The document advocates that progress has been made but more work remains to fully include and support students with disabilities.
This document summarizes the history and development of early childhood special education in the United States from 1968 to present day. It outlines key laws and programs that were established to provide services and support for young children with disabilities, including the Handicapped Children's Early Education Program in 1968, the Individuals with Disabilities Education Act in 1990, the No Child Left Behind Act in 2001, and standards for curriculum and child outcomes being established in 2005. The document also describes the emphasis on inclusion, family-centered services, interdisciplinary collaboration, and use of evidence-based practices in early childhood special education.
By Kimberly Krause, Paul Galgovich, Catherine Gentzke, Gretchen Tulloch, and Rajesh Barnabas
For Social Foundations of Education
Edts Hybrid Program
Nazareth College
School of Education
Instructor
Sandra Mancuso
November 25, 2008
Chapter 10· Page 241Using public funds for private schools hasEstelaJeffery653
Chapter 10
· Page 241
Using public funds for private schools has a major impact on the overall aspects of school finance. Although the public, in general, supports its local public schools, forces continue to promote using taxpayer dollars to assist in providing revenues for nonpublic schools. Legislators, private entrepreneurs, and some citizens are questioning the ability of personnel in the public sector to operate the schools efficiently and to offer enough options to meet the needs of students. Privately sponsored schools have been encouraged for those groups and individuals who are willing to support them financially in addition to participating in financing the public school system. However, such groups have become more vocal, stressing that because the states have a responsibility to provide a free education for the school-age population, they should provide for students in both private and public schools. The use of public funds for educating children in private schools was essentially a non-issue for more than a century. The interpretation of the First Amendment of the U.S. Constitution as part of the Bill of Rights (1791), as well as established state codes, was that an interrelationship between church and state was prohibited, and that direct government support for private or parochial schools was illegal. In 1875, President Ulysses S. Grant called for a Constitutional Amendment that would prohibit the use of public funds for private “sectarian schools.” Motivated by Grant’s speech, Congressman James G. Blaine proposed the following amendment in the U.S. House of Representatives: No State shall make any law respecting an establishment of religion, or prohibiting the free exercise thereof, and no money raised by taxation in any State for the support of public schools, or derived from any public fund therefore, nor any public lands devoted therein, shall ever by under the control of any religious sect, nor shall any money so raised or lands so devoted be divided between religious sects or denominations.1 Blaine’s proposal passed the House but did not pass by two-thirds vote in the Senate. The proposal had a great impact on states; however, as many as 37 states included laws with similar criteria with some included in state constitutions.2 The State Blaine influence has been felt in several court cases as late as 2015. The first court case that opened a door for those who advocated using public funds for church-related schools was Pierce v. Society of Sisters (268 U.S. 510, 1925). In its ruling, the U.S. Supreme Court stated, “The fundamental theory of liberty under which all governments in this union repose excludes any general power of the State to standardize its children by forcing them to accept instruction from public teachers.”3 From this decision to the present day, many changes have occurred that have had and will have a great effect on financing public schools during the next decade. The arguments for and against the use of ...
The document summarizes key events and legislation in the history of special education in the United States from 1817 to the present. It outlines the establishment of the first school for the deaf in 1817, the formation of advocacy groups like the American Association on Mental Retardation in 1876 and the Council for Exceptional Children in 1922, important court cases and legislation including the Education for All Handicapped Children Act of 1975 and the Individuals with Disabilities Education Act of 1990, and concludes that while access to education has improved for students with special needs, continued progress is still needed.
Dr. Fred C. Lunenburg, Published in FOCUS ON COLLEGES, UNIVERSITIES, AND SCH...William Kritsonis
Dr. Fred C. Lunenburg, Published in FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS, www.nationalforum.com - NATIONAL FORUM JOURNALS - Dr. William Allan Kritsonis, Editor-in-Chief, Houston, Texas
More than 1 million students with disabilities were denied access to public schools in the US by the mid-20th century. Jean Marc Gaspard Itard is considered the father of special education, as he was the first to educate a "wild child" in France in the early 1800s, helping to prove those with disabilities could learn. His student Edouard Seguin brought these techniques to the US in 1848. Major laws such as the Education for All Handicapped Children Act of 1973 and the Americans with Disabilities Act of 1990 ensured equal access to education and non-discrimination for those with disabilities.
The document provides an overview of key topics in school law, including the legal system, types of laws, how laws are made and enforced, landmark Supreme Court rulings affecting education, and other legal issues pertaining to schools such as desegregation, school finance, student and teacher rights, special education, church-state separation, and school choice. Key Supreme Court cases discussed include Brown v. Board of Education, which ruled that segregation was unequal, and San Antonio v. Rodriguez, which found that education is not a fundamental right.
The Mills v. DC Board of Education case established that denying children with disabilities access to public education violated their equal protection rights under the 14th Amendment. The court ordered the DC school district to provide all children with disabilities a publicly supported education and implement due process procedures for labeling, placement, and excluding students. This case had a significant influence on the development of the Education for All Handicapped Children Act of 1975, which established students' right to special education.
Public schools fall under state control according to the 10th Amendment. States have police power over education and set curriculum standards, while school boards are the local policy-making entities. Teachers are in a contractual relationship with school boards and must follow their policies. Students have constitutional rights to freedom of expression, protest, limited censorship, and due process. Schools aim to provide a safe environment and have policies against violence, bullying, and gangs, enforcing discipline fairly while respecting students' rights. Parents and students have rights regarding access and privacy of educational records.
Lunenburg, fred c[1]. state aid to private schools focus v4 n1 2010William Kritsonis
The document summarizes the history of state aid to private schools in the United States regarding the separation of church and state. It discusses key Supreme Court cases that have shifted from preventing public funds from going to religious schools to now allowing it. The crumbling of the separation of church and state is based on Chief Justice Rehnquist's view that the Establishment Clause prohibits a national religion but not government aid to religion. As a result, public funds can now go to religious schools as long as no single religion is preferred.
This document summarizes two key court cases related to the Individuals with Disabilities Education Act (IDEA) and the requirement that students with disabilities receive their education in the least restrictive environment (LRE) to the maximum extent appropriate. The first case, Board of Education v. Rowley, established that schools must provide some educational benefit but are not required to maximize each child's potential. The second case, Carter v. Florence County School District Four, involved a student with autism whose parents argued he should remain in a regular classroom despite behavioral issues, while the school argued for a more restrictive placement.
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The History of NZ 1870-1900.
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2. SCHOOLING (2002)
PAGE 79
CHAPTER 15–IMPORTANT LEGALITIES AFFECTING SCHOOL-
ING IN AMERICA
A. OVERVIEW
Chapter 15 presents information regarding important legalities affecting
schooling in America. Specific content focuses on federal legislation,
important court cases and decisions, and parts of the Constitution that affect
education in America.
B. KEY TERMS–DEFINITIONS – NONE
C. SOME PRECEDING THOUGHTS
1. Federal legislation affecting education.
Land Ordinance of 1785
• first legislation passed at the national level that had an impact on
education;
• required one section of each township established in the Northwest
Territory be reserved for the establishment of public schools.
Northwest Ordinance of 1787
• expressed general commitment for education by the federal
government;
• stated that “Religion, morality, and knowledge being necessary to good
government and the happiness of mankind, schools and the means of
education shall forever be encouraged”;
• considered by many as the foundation for public education.
Morrill Land Grant Act of 1862
• gave 30,000 acres of federal land to each state for each elected
representative to Congress;
• purpose of the land was to establish a college for agriculture and
mechanical arts;
• eventual donation of 17 million acres of land.
3. CHAPTER 15– IMPORTANT LEGALITIES AFFECTING SCHOOLING IN AMERICA
PAGE 80
The Smith-Hughes Act of 1917
• provided funds to states to train teachers in the area of vocational
education;
• primarily assisted high schools; however, some funds used in junior
colleges;
• helped establish an extensive network of vocational education in the
country;
National Defense Education Act of 1958 (Public Law 85-865)
• passed after the launching of Sputnik;
• primarily enacted as a defense action;
• provided unprecedented amounts of federal money for public
education;
• emphasized educational improvement in the areas of science and
foreign languages.
Vocational Education Act of 1963 (Public Law 88-210)
• expanded federal support for vocational education;
• main purpose was to assist states in maintaining, extending, and
improving existing vocational education programs and to provide part-
time employment for youths;
• provided for $60 million during fiscal year 1964 and $225 million per
year thereafter.
Bilingual Education Act of 1964
• provided funds for school districts to develop and operate special
programs for students with limited English-speaking skills;
• 1974 amendment removed requirements that students in the program be
from low income homes.
Elementary and Secondary Education Act of 1965 (Public Law 89-10)
• most extensive federal legislation passed dealing with public education;
• focused public education efforts on children from poverty homes;
• provided funds for library support;
• established services for academic support and remedial instruction;
• provided funding for research activities by universities;
• funded programs at state education agencies to support personnel
training and planning.
4. SCHOOLING (2002)
PAGE 81
Economic Opportunity Act of 1965
• continued efforts at providing services to poor children;
• funded Head Start programs.
Rehabilitation Act of 1973 (Public Law 93-102)
• basically civil rights legislation for the handicapped;
• prevented discrimination against children and adults due to disabilities;
• applied safeguards for school-age disabled children.
Education for all Handicapped Children Act of 1975 (Public Law 94-
142)
• required the provision of a free, appropriate public education for all
handicapped children;
• mandated that all handicapped children have an Individualized
Educational Program (IEP);
• required that handicapped children be educated with non-handicapped
children as much as possible;
• provided parents, students, and schools with due process safeguards;
• required that parents be involved in the education of their handicapped
children. Mandated that nondiscriminatory assessment practices be
used with children.
Department of Education Organization Act of 1979 (Public Law 96-88)
• established the Department of Education.;
• functions came from the Department of Health, Education, and Welfare.
Education Consolidation and Improvement Act of 1981 (Public Law
97-35)
• consolidated 42 programs into seven programs;
• funding came from elementary and secondary block grant authority.
Rehabilitation Amendments of 1984 (Public Law 98-221)
• revised and expanded Rehabilitation Act of 1973 (Section 504);
• provided for the Helen Keller National Center for Deaf/Blind.
5. CHAPTER 15– IMPORTANT LEGALITIES AFFECTING SCHOOLING IN AMERICA
PAGE 82
Reauthorization of the Education of the Handicapped Act
Amendments (Public Law 99-457)
• reauthorized three-year programs under Public Law 94-142;
• mandated services for children with disabilities, ages 3-5, by 1990-
1991;
• provided financial incentives to serve children 0-2 years with
disabilities.
The Drug-Free Schools and Communities Act of 1986 (Public Law 99-
570)
• authorized funding for FY 87-89;
• part of Anti-Drug Abuse Act of 1986;
• established programs for drug abuse education and prevention.
2. Important court cases affecting education.
Commonwealth vs. Hartment (1851) – the Pennsylvania Supreme Court
ruled that the state constitution and school laws only establish minimum
requirements and that schools could establish more stringent requirements,
in this case, mandatory education.
Springfield vs. Quick (1859) – the United States Supreme Court ruled that
states could collect taxes and tax funds for public educational programs.
Kalamazoo Case (1874) – the Michigan Supreme court ruled that the
Kalamazoo school district could levy taxes to support high schools.
Plessy vs. Ferguson (1896) – the United States Supreme Court upheld a
Louisiana law that required railways to provide separate-but-equal
facilities for white and black individuals.
Attorney General of Michigan vs. Lowrey (1905) – the United States
Supreme Court upheld the right of state legislature to make and change
boundaries of school districts.
Pierce vs. Society of Sisters (1925) – the United States Supreme Court
ruled that state laws may require the attendance of children in school, but
could not regulate whether the school is private or public.
Cochran vs. Louisiana State Board of Education (1930) – the United
States Supreme Court ruled that state funds could be used to purchase
textbooks for all school-age children, including those attending private,
sectarian schools.
6. SCHOOLING (2002)
PAGE 83
Illinois ex. rel. vs. Board of Education (1948) – the United States Supreme
Court ruled as unconstitutional a school program that permitted students to
attend religious instruction in school during school hours.
Illinois ex rel. Mccollum vs. Board of Education (1948) – the United States
Supreme Court ruled that school programs permitting religious instruction
during school hours, and allowing students to leave their regular classes
for the religious classes, was unconstitutional.
Sweatt vs. Painter (1950) – the United States Supreme Court ruled that a
black student could not be denied admission to the University of Texas
Law School for the sole reason of race.
Brown vs. Board of Education, Topeka, Kansas (1954) – the United States
Supreme Court ruled that children could not be denied admission to public
schools on the basic of race; ruling declared segregated public schools to
be unconstitutional based on the Fourteenth Amendment to the
Constitution.
Engel vs. Vitale (1962) – the United States Supreme Court ruled that a
New York State law that required the reading of a 22-word,
nondenominational prayer unconstitutional.
Abington School District vs. Schempp, Murray vs. Curlett (1963) – the
United States Supreme Court ruled as unconstitutional a law that required
the reading of 10 Bible verses and recitation of the Lord’s Prayer during
school hours, on school grounds, conducted by school personnel.
Epperson vs. Arkansas (1968) – a law forbidding the teaching of evolution
was ruled unconstitutional by the United States Supreme Court.
Green vs. County School Board (1968) – the United States Supreme Court
declared that a “freedom of choice” plan in a previously segregated school
district offers little likelihood for desegregation. The ruling required that
an effective plan for desegregation be implemented.
Pickering vs. Board of Education (1968) – teachers may express their
opinions as long as the school’s regular operation is not disrupted.
Tinker vs. Des Moines Independent Community School District (1969) –
the United States Supreme Court ruled as unconstitutional the suspension
of students wearing armbands or other symbolic expressions unless the
wearing of such interferes with school.
Swann vs. Charlotte-Mecklenburg Board of Education (1971) – federal
court ruling upheld busing as a legitimate means for desegregating
schools. It gave district courts wide discretion in remedying longstanding
segregated school systems.
7. CHAPTER 15– IMPORTANT LEGALITIES AFFECTING SCHOOLING IN AMERICA
PAGE 84
Pennsylvania Association for Retarded Citizens (PARC) vs. Pennsylvania
(1971) – federal court required local schools to provide a free, appropriate
public education for all school-aged, mentally retarded children.
Board of Regents of State Colleges vs. Roth (1972) – after a specified
probationary period, teachers have a property interest in continued
employment.
San Antonio Independent School District vs. Rodriquez (1973) – federal
court upheld a state funding model where local property taxes are used to
provide a minimum educational program for all students.
Sloan vs. Lemon (1973) – the United States Supreme Court ruled as
unconstitutional a law allowing for partial reimbursement by the state for
tuition paid by parents sending their children to private schools.
Cleveland Board of Education vs. Lefleur (1974) – board of education may
establish leave policies for pregnant teachers, but these policies may not
contain arbitrary leave and return dates.
Milliken vs. Bradley (1974) – the United States Supreme Court, in a five to
four decision, overturned lower court rulings that required the busing of
children between Detroit and suburban school districts to desegregate the
Detroit system.
Baker vs. Owen (1975) – the United States Supreme Court ruled that a
statute allowing for reasonable corporal punishment was constitutional as
long as certain procedural rights were afforded.
Hortonville District vs. Hortonville Education Association (1976) – in a
due process hearing, a school board may be the impartial body conducting
the hearing.
Washington vs. Davis (1976) – under-representation of a group in the work
force does not, in itself, prove unconstitutional employment
discrimination, but the employer in this situation must prove that hiring
has not been discriminatory.
Wolman vs. Walter (1977) – the United States Supreme Court ruled that
states may supply secular texts, standardized tests, diagnostic speech,
hearing and psychological services, and guidance and remedial services
provided on religiously neutral territory to religious, private schools.
Steelworkers vs. Weber (1979) – employers (including school districts)
may use affirmative action plans to increase the number of minority
employees.
8. SCHOOLING (2002)
PAGE 85
Battle vs. Commonwealth (1980) – Third Circuit Court of Appeals ruled
that some handicapped children should be afforded extended school year
services in cases where significant regression would occur during the
summer.
Board of Education vs. Rowley (1982) – the United States Supreme court
ruled that Public Law 94-142 guaranteed the right of disabled children to a
minimally appropriate educational program, not a program designed to
maximize the educational performance of students.
Firefighters vs. Stotts (1984) – in affirmative action programs, government
units may not ignore seniority unless the minority candidates who benefit
have personally experienced discrimination.
New Jersey vs. T.L.O. (1985) – the United States Supreme Court ruled that
while students had Fourth Amendment Rights relative to search and
seizure, schools could use “reasonable suspicion” as a reason for searches
rather than “probable cause.”
Spring Branch Independent School District vs. Stamos (1985) – the Texas
Supreme Court upheld the “no-pass no-play” rule in Texas requiring
students to meet certain academic standards before being eligible for
extracurricular activities.
Day vs. South Park Independent School District (1985) – this case, which
will likely disturb educators, upheld the right of a school district to
terminate an employee simply because the employee had used the
employee grievance procedure.
District 27 Community School Board vs. The Board of Education of the
City of New York (1986) – the court ruled that a child with Acquired
Immune Deficiency Syndrome (AIDS) could be considered handicapped
under Section 504 of the Rehabilitation Act of 1973, and therefore eligible
for certain protections under the law.
Jager and Jager vs. Douglas County School District and Douglas County
Board of Education (1987) – this case resulted in an ambiguous opinion
that made it unconstitutional for clergy to give a pregame invocation at a
high school athletic event. The decision left the door open for other than
clergy to give the invocation.
Edwards vs. Aguillard (1987) – the United States Supreme Court upheld a
lower court’s decision that the Louisiana law, the Balanced Treatment for
Creation-Science and Evolution-Science Act, was unconstitutional.
School Board of Nassau County vs. Arline (1987) – dismissing a teacher
because of physical impairment or contagious disease is unconstitutional.
9. CHAPTER 15– IMPORTANT LEGALITIES AFFECTING SCHOOLING IN AMERICA
PAGE 86
Hoenig vs. Doe (1988) – in this case, the United States Supreme Court
ruled that schools had to keep a child with emotional problems in the
placement pursuant to the individualized educational program (IEP) unless
the parents and school agreed to a change, or until the due process
procedures for changing placement were carried out.
Lehnert vs. Ferris Faculty Association (1991) – employees who are not
union members cannot be required to pay dues used for political purposes
unrelated to collective bargaining agreements.
3. Important United States Supreme Court desegregation cases related
to the public schools.
Case Decision
Brown vs. Board of Education of
Topeka (1954)
The doctrine of separate but
equal in education is a violation
of the Fourteenth Amendment.
Green vs. County School Board
of New Kent County (1968)
Local school boards should
immediately take whatever steps
are necessary to achieve a
unitary system.
Swann vs. Charlotte-
Mecklenburg Board of Education
(1971)
Transportation of students to
opposite-race school is
permissible to achieve
desegregation.
Keyes vs. School District No. 1
(Denver) (1973)
Proof of intent to segregate in
one part of a district is sufficient
to find the district to be
segregated and to warrant a
district-wide remedy. For
purposes of defining a
segregated school, blacks and
Hispanics may be considered
together.
Milliken vs. Bradley (1974) In devising judicial remedies for
desegregation, the scope of the
desegregation remedy cannot
exceed the scope of the
violation.
Dayton Board of Education vs.
Brinkman (1977)
Judicially mandated
desegregation plans cannot
10. SCHOOLING (2002)
PAGE 87
exceed the impact of the
segregatory practices.
Case Decision
Board of Education of Oklahoma
City Public Schools vs. Dowell
(1991)
Desegregation decrees are not
intended to operate in
perpetuity, and can be dissolved
when a district has made good
faith effort to comply and to the
extent practical has eliminated
the vestiges of past
discrimination.
Freeman vs. Pitts (1992) Lower courts can relinquish
supervision of a school district
under desegregation decree in
incremental stages before full
compliance has been achieved
in every area of school
operations.
Missouri vs. Jenkins (1995) Once the effects of legally
imposed segregation have been
eliminated, the goal of
desegregation plans need not be
to maintain racial balance but to
return control to state and local
authorities. Any resegregation
of neighborhood schools that
may result is not
unconstitutional.
4. Summary of important major civil rights statues affecting education.
Statute Major Provision
Civil Rights Act of 1866, 1870
42 U.S.C. § 1981
Provides all citizens equal rights
under the law regardless of race.
Civil Rights Act of 1871
42 U.S.C. § 1983
Any person who deprives
another of his/her rights may be
held liable to the injured party.
Table continued
Table continues
11. CHAPTER 15– IMPORTANT LEGALITIES AFFECTING SCHOOLING IN AMERICA
PAGE 88
Civil Rights Act of 1871
42 U.S.C. § 1985 and 1986
Persons conspiring to deprive
another of his/her rights, or any
person having knowledge of any
such conspiracy, are subject to
any action to recover damages.
Statute Major Provision
Civil Rights Act of 1866, 1870
(as amended)
42 U.S.C. § 1988
Courts may award reasonable
attorney fees to the prevailing
party in any action arising out of
the above acts and Title VI of
the Civil Rights of 1964.
Civil Rights Act of 1964
Title VI
42 U.S.C. § 2000(d)
Prohibits discrimination on the
basis of race, color, or national
origin.
Equal Pay Act of 1963
29 U.S.C. § 206(D)
Prohibits sex discrimination in
pay.
Civil Rights Act of 1964, Title
VII
42 U.S.C. § 2000(e)
Prohibits discrimination in
employment on the basis of
race, color, religion, sex, or
national origin.
Age Discrimination in
Employment Act of 1967
29 U.S.C. § 621
Prohibits discrimination against
any individual with respect to
employment unless age is a bona
fide occupational qualification.
Education Amendments of 1972,
Title IX
20 U.S.C. § 1681
Prohibits sex discrimination in
any education program or
activity receiving federal
financial assistance.
Rehabilitation Act of 1973
(as amended)
29 U.S.C. § 791
Prohibits sex discrimination
against any “otherwise qualified
handicapped individual.”
Equal Educational Opportunities
Act of 1974
20 U.S.C. § 1703
Prohibits any state from denying
equal educational opportunities
to any individual based on
his/her race, color, sex, or
national origin.
Americans with Disabilities Act Prohibits discrimination against
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12. SCHOOLING (2002)
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of 1990
42 U.S.C. §12112
persons with disabilities.
Statute Major Provision
Individuals with Disabilities
Education Act of 1990
20 U.S.C. § 1400-1485
Individuals with disabilities
must be guaranteed a free
appropriate education by
programs receiving federal
financial assistance.
Civil Rights Restoration Act of
1991
42 U.S.C. § 1981 et seq.
Amends the Civil Rights Act of
1964, the Age Discrimination in
Employment Act of 1967, and
the Americans with Disabilities
Act of 1990 with regard to
employment discrimination.
5. Important U.S. Supreme Court cases affecting teachers’ rights.
Case Decision
Indiana ex rel. Anderson vs.
Branch (1938)
Tenure statutes provide qualifying
teachers with contractual rights
that cannot be altered by the state
without good cause.
Keyishian vs. Board of
Regents (1967)
Loyalty oaths that make mere
membership in a subversive
organization grounds for dismissal
are unconstitutionally overboard.
Pickering vs. Board of
Education (1968)
Absent proof of false statements
knowingly or recklessly made,
teachers may not be dismissed for
exercising the freedom to speak on
matters of public interest.
Board of Regents vs. Roth
(1972)
A nontenured teacher does not have
a property right to continued
employment and can be dismissed
without a statement of cause or a
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13. CHAPTER 15– IMPORTANT LEGALITIES AFFECTING SCHOOLING IN AMERICA
PAGE 90
hearing as long as the employee’s
reputation or future employment
have not been impaired.
Case Decision
Perry vs. Sindermann (1972) Teacher may not be dismissed for
public criticism of superiors on
matters of public concern.
Cleveland Board of
Education vs. Le Fleur (1974)
School board policy requiring that
all pregnant teachers take
mandatory leave is
unconstitutional.
Hortonville Joint School
District No. 1 vs. Hortonville
Education Association (1976)
A school board may serve as the
impartial hearing body in a due
process hearing.
Washington vs. Davis (1976) To sustain a claim of
discrimination, an employee must
show that the employer’s action
was a deliberate attempt to
discriminate, not just that the action
resulted in a disproportionate
impact.
Mount Healthy City School
District vs. Doyle (1977)
To prevail in a First Amendment
dismissal case, school district
employees must show that the
conduct was protected and was a
substantial and motivating decision
not to renew the contract, and the
school board must prove that it
would have reached the same
decision in the absence of the
protected conduct.
United States vs. South
Carolina (1978)
Use of the National Teachers
Examinations both as a requirement
for certification and as a factor in
salary determination serves a
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14. SCHOOLING (2002)
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legitimate state purpose and is not
unconstitutional despite its
disparate racial impact.
Connick vs. Myers (1983) The First Amendment guarantee of
freedom of expression does not
extend to teachers’ public
comments on matters of personal
interest (as opposed to matters of
public
concern).
Case Decision
Cleveland Board of
Education vs. Laudermill
(1985)
A teacher who can be dismissed
only for cause is entitled to an oral
or written notice of charges, a
statement of the evidence against
him or her, and the opportunity to
present his or her side prior to
termination.
Garland Independent School
District vs. Texas State
Teachers Association (1986)
Teachers can use the interschool
mail system and school mailboxes
to distribute union material.
Wygant vs. Jackson Board of
Education (1986)
Absent evidence that the school
board has engaged in
discrimination or that the preferred
employees have been victims of
discrimination, school board
policies may not give preferential
treatment based on race or ethnicity
in layoff decisions.
School Board of Nassau
County vs. Arline (1987)
Persons suffering from contagious
diseases are considered
handicapped persons, and
discrimination against them based
solely on fear of contamination is
considered unconstitutional
discrimination against the
handicapped.
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6. Important U.S. Supreme Court cases affecting students’ rights.
Case Decision
Tinker vs. Des Moines (1969) School officials cannot limit
students’ rights to free expression
unless there is evidence of a
material disruption or substantial
disorder.
Goss vs. Lopez (1975) For suspensions of less than 10
days, the student must be given an
oral or written notice of charges, an
explanation of the evidence against
him or her, and the opportunity to
rebut the charges before an
objective decision maker.
Case Decision
Wood vs. Strickland (1975) Students may sue school board
members for monetary damages
under the Civil Rights Act of 1871.
Ingraham vs. Wright (1977) Corporal punishment does not
constitute cruel and unusual
punishment under the Eighth
Amendment and does not require
due process prior to administration.
Board of Education, Island
Trees Union Free School
District vs. Pico (1982)
Censorship by the school board
acting in a narrowly partisan or
political manner violates the First
Amendment rights of students.
Pyler vs. Doe (1982) The denial of a free public education
to undocumented alien children
violates the equal protection
guarantees of the Fourteenth
Amendment.
Bethel School District vs.
Fraser (1985)
School boards have the authority to
determine what speech is
inappropriate and need not tolerate
speech that is lewd or offensive.
New Jersey vs. T.L.O. (1986) School officials are not required to
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obtain a search warrant or show
probable cause to search a student,
only reasonable suspicion that the
search will turn up evidence of a
violation of law or school rules.
Hazelwood School District vs.
Kuhlmier (1988)
School officials may limit school-
sponsored student speech as long as
their actions are related to a
legitimate pedagogical concern.
Honig vs. Doe (1988) Disruptive handicapped children
may be expelled but materials must
be kept in their current placement
until an official hearing is held.
Case Decision
Franklin vs. Gwinnett (1992) The sexual harassment of a student
may be a violation of Title IX for
which monetary damages can be
sought.
Vernonia School District vs.
Acton (1995)
Special needs can justify
“suspicionless” random searching
of students.
7. Important parts of the United States Constitution.
Amendment I – Congress shall make no law respecting an establishment
of religion, or prohibiting the free exercise thereof; or abridging the
freedom of speech, or of the press; or the right of the people peaceably to
assemble, and to petition the government for the redress of grievances.
Amendment IV – The right of the people to be secure in their persons,
houses, papers, and effects, against unreasonable searches and seizures,
shall not be violated, and no warrants shall be issued, but upon probable
cause, supported by oath or affirmation, and particularly describing the
place to be searched, and the persons or things to be seized.
Amendment V – No person shall be held to answer for a capital or
otherwise infamous crime, unless on a presentment of indictment of a
Grand Jury, except in cases arising in the land or naval forces, or in the
Militia, when in time of war or public danger; nor shall any person be
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subject to the same offense to be twice put in jeopardy of life or limb; nor
shall be compelled in any criminal case to be a witness against himself, nor
be deprived of life, liberty or property, without due process of law; nor
shall private property be taken for public use, without just compensation.
Amendment X – The powers not delegated to the United States by the
Constitution, nor prohibited by it to the States, are reserved to the States
respectively, or to the people.
Amendment XIV –
Section 1. All persons born or naturalized in the United States, and subject
to the jurisdiction thereof, are citizens of the United States and of the states
wherein they reside. No state shall make or enforce any law which shall
abridge the privileges or immunities of citizens of the United States; nor
shall any state deprive any person of life, liberty, or property, without due
process of law; nor deny to any person within its jurisdiction the equal
protection of the laws.
Section 2. Representatives shall be apportioned among the several states
according to their respective number, counting the whole number of
persons in each state, excluding Indians not taxed. But when the right to
vote at any election for the choice of electors for President and Vice
President of the United States, Representative in Congress, the Executive
and Judicial officers of a State, or the members of the Legislature thereof,
is denied any of the male inhabitants of such state, being 21 years of age,
and citizens of the United States, or in any way abridged, except for
participation in rebellion, or the crime, the basis of representation therein
shall be reduced in the proportion which the number of such male citizens
shall bear to the number of male citizens 21 years of age in such state.
D. DISCUSSION QUESTIONS AND EXERCISES – NONE
E. REVIEW ITEMS – NONE