# data[].attributes.body
Professional Perspective - Teachers are overworked and underpaid, leading to them taking work home. We are glorified babysitters, teaching kids seemingly meaningless information, that is not personalized.

Audience - My audience is any and everyone willing to listen and attempt to understand what educators go through.

Topic - Social Inequity. I chose this topic because I feel it's one of the biggest issues we have in education today. Not to mention, because I am so passionate about this topic, I have already conducted a good amount of research on the topic that would help with this assignment.

# data[].attributes.body
Governing Agencies:

Federal - Department of Education

The U.S. Department of Education (ED) operates with the goal of ensuring education in the United States is of a good quality and fairly accessible by everyone.

State - Texas Education Agency

The Texas Education Agency is the state agency that oversees primary and secondary public education in the state of Texas. It helps deliver education to more than 5 million students.

These two agencies have a lot to do with resources in public education and the support within schools.

# data[].attributes.body
Federal and State Constitutional Laws that align with (Social Inequity):

The Civil Rights Act of 1964 - This Act ensures everyone equal rights to learn.

CROWN Act - a law that “prohibits race-based hair discrimination, which is the denial of employment and educational opportunities because of hair texture or protective hairstyles including braids, locs, twists or bantu knots.”  (Carter, 2021)

# data[].attributes.body
Statute - Every Student Succeeds Act

Advances equity by upholding critical protections for America's disadvantaged and high-need students.

Requires—for the first time—that all students in America be taught to high academic standards that will prepare them to succeed in college and careers.

Ensures that vital information is provided to educators, families, students, and communities through annual statewide assessments that measure students' progress toward those high standards.

Helps to support and grow local innovations—including evidence-based and place-based interventions developed by local leaders and educators.

Sustains and expands this administration's historic investments in increasing access to high-quality preschool.

Maintains an expectation that there will be accountability and action to effect positive change in our lowest-performing schools, where groups of students are not making progress, and where graduation rates are low over extended periods of time.

Administrative Law - Civil Rights Act of 1964

In 1964, Congress passed Public Law 88-352 (78 Stat. 241). The Civil Rights Act of 1964 prohibits discrimination based on race, color, religion, sex or national origin. Provisions of this civil rights act forbade discrimination based on sex, as well as, race in hiring, promoting, and firing.

# data[].attributes.body
U.S Constitution - Brown v. Board of Education

(Brown v. Board of Education, 347 U.S. 483 (1954) (USSC+))

______

The ruling in Brown v. Board of Education gave fuel to the civil rights movement and led to the end of segregation. It also introduced the role of social science in Supreme Court cases.

In 1951, Oliver Brown sued the Board of Education of Topeka, Kansas for forcing his daughter to travel across town when an "all-whites" school was far closer. With the help of NAACP lawyer, Thurgood Marshall, the case reached the Supreme Court.

The Supreme Court heard the case in 1952 and again in 1953 under a new Chief Justice, Earl Warren. Under the influence of Warren's judicial activism, the Supreme Court unanimously ruled in favor of Brown in 1954.

# data[].attributes.body
Federal Mandate - The Higher Education Opportunity Act

Is offered by a college or career school and approved by the U.S. Department of Education;

May be a degree, certificate, or non-degree program;

Is designed to support students with intellectual disabilities who want to continue academic, career, and independent living instruction to prepare for gainful employment;

Offers academic advising and a structured curriculum; and

Requires students with intellectual disabilities to participate, for at least half of the program, in

Regular enrollment in credit-bearing courses with nondisabled students,

Auditing or participating (with nondisabled students) in courses for which the student does not receive regular academic credit,

Enrollment in noncredit-bearing, non-degree courses with nondisabled students, or

Internships or work-based training with nondisabled individuals.

# data[].attributes.attachment_link.readable_text
The Higher Education Opportunity Act of 2008 (HEOA) is federal legislation designed to strengthen the educational resources of colleges and universities and to provide financial assistance for students in post-secondary education. The HEOA is a reauthorization of the Higher Education Act of 1965, which has been reauthorized multiple times.

HEOA made significant changes related to student financial aid for individuals with disabilities, compared to past reauthorizations. In particular, students with intellectual disabilities are now eligible to receive federal student aid if they attend a comprehensive transition and post-secondary (CTP) program at a college or other approved school that participates in federal student aid programs, even if they do not have a high school diploma or GED and even if they are not pursuing a degree or certificate, so long as they meet federal student aid eligibility requirements.

As defined by the federal government, a CTP program:

is offered by a college or career school and approved by the U.S. Department of Education;

may be a degree, certificate, or non-degree program;

is designed to support students with intellectual disabilities who want to continue academic, career, and independent living instruction to prepare for gainful employment;

offers academic advising and a structured curriculum; and

requires students with intellectual disabilities to participate, for at least half of the program, in

regular enrollment in credit-bearing courses with nondisabled students,

auditing or participating (with nondisabled students) in courses for which the student does not receive regular academic credit,

enrollment in noncredit-bearing, non-degree courses with nondisabled students, or

internships or work-based training with nondisabled individuals.

As of May 2020, there were over 100 approved CTP programs throughout the United States, including West Chester University, Temple University, Penn State, Widener University, and Arcadia University (and more!) in Pennsylvania and The College of New Jersey.

The HEOA also allowed for the creation, expansion, and evaluation of model programs, called Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID). These programs promote academics, social activities, employment experiences, and independent living for individuals with intellectual disability. See resources below for a list of current TPSID programs.

Additional Resources:

# data[].attributes.attachment_link.title
Higher Education Opportunity Act of 2008

# data[].attributes.attachment_link.description
The Higher Education Opportunity Act of 2008 (HEOA) is federal legislation designed to strengthen the educational resources of colleges and universities and to provide financial assistance for students in post-secondary education. The HEOA is a reauthorization of the Higher Education Act of 1965, which has been reauthorized multiple times.

# data[].attributes.body
Local Administrative Law - The CROWN Act

The CROWN Act is a law that forbids discrimination based on hair texture and hair styles.

CROWN stands for: “Create a Respectful and Open Workplace for Natural Hair.”

# data[].attributes.body
Three Risk Management Strategies & Why each is important:

Provide intense diversity training for all staff in Public Education.

Keeping the testing and criteria for testing regarding special education the same regardless of race or gender.

Ensure zoning for school districts is fair and equal.

# data[].attributes.body
One Ethical Dilemma

Code of Conduct: Engage in verbal (oral or written) exchanges that threaten the safety of another student, a school employee, or school property.

This code of conduct relates to my topic because lower socioeconomic students may get picked on or bullied because of their clothing or lack of resources. This code helped ensure equity and equality for all students.

# data[].attributes.body
Personal Connection

The context of my topic and the laws that had impacted my topic personally relate to me because I am black and went to predominately white public schools growing up. These laws allowed me to attend these schools and get the best education possible, safely and with the best resources available. My educational career was flooded with teachers who I believe genuinely cared about me and wanted me to succeed!

# data[].attributes.headline
Slide 11 - Best Practices for Compliance

# data[].attributes.subject
Slide 11 - Best Practices for Compliance

# data[].attributes.body
Bulleted List of Best Practices for Compliance

Know the laws related to equality within education.

Have a level of understanding for different ethnicities and cultures.

Education yourself about social justice issues.

Examine your beliefs and habits.

Provide recommended edits for district or school handbooks or other policy documents, or revisit policies that serve to push students out.

With a multidisciplinary team, troubleshoot any obvious trends to minimize barriers for students’ academic, behavioral, and social–emotional success.