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1947

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Mendez challenged the practice of school segregation in Los Angeles. Mendez’s children, along with 5,000 other children of Mexican and Latin descent, were victims of segregation into separate schools.

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Court ruled in favor of Mendez. The governor then signed into law a repeal of segregation statutes in the California Education Code.

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This decision ended segregation in California schools.  Public

education systems could no longer enforce separation of racial and national groups.

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1946

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A child was turned away in California from receiving public education "white only." The student's father was very upset and pursued the journey through school, civic, and other legal avenues.

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Judge Paul J. McCormick agreed with the plaintiffs and ordered the school districts cease their "discriminatory practices against the pupils of Mexican descent in public schools.

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Supreme Court invalidated a Nebraska law banning the teaching of foreign languages to school children.

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April 11, 1965

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The Elementary and Secondary Act was a key component of President Johnson's war on poverty, was designed to aid low-income students and to combat racial segregation in schools

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This law brought education into the forefront of the national assault on poverty and and represented a landmark commitment to equal access to quality education.

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provided states with direct grant assistance to help educate children with disabilities.

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January 2, 1968 US President Lyndon B. Johnson

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The argument language-minority speakers and their advocates for bilingual education overall rights, as a civil right. They argued that students were being deprived of an education if they were taught in a language they didn't understand.

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provided federal grants to school districts for the purpose of establishing educational programs for children with limited English-speaking ability.

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Help students receive an equal educational opportunity.

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September 1991

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Policy regarding the treatment of national origin minority students who are limited English proficient

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The May 25th Memorandum, as affirmed by the Supreme court in the Lau v Nicholas provides the legal standard for the education departments title Vl policy concerning discrimination on the basis of national origin.

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ensure that national origin minority students with limited-English proficiency (LEP students) have meaningful access to the schools' programs.

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1/21/74

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under the Civil Rights Act of 1964, a California school district receiving federal funds must provide non-English-speaking students with instruction in the English language to ensure that they receive an equal education.

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bilingual instruction to help non-native English speaking students improve their English language competency.

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The case eased the transition into education for students whose first language was not English.

www.brittannia.com 5/3/2019

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1974

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Address civil rights  issues in education, barring states from discriminating against students based on gender, race, color, or nationality and requiring public schools to provide for students who do not speak English.  Chinese American students in the San Francisco Unified School District, placed in classroom knowing they wasn’t proficient in English.  The argument the student received equal treatment, but the court disagreed

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EEOA mandated that schools offer classes in students' first languages while they learned English as a second language. In 1982, it ruled that, based on the EEOA, undocumented students not only had the right to attend public schools but were obligated to do so, the same as all American children.

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They receive same rights as American students and schools provide classes allowed native language.

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1981

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In Texas, where plaintiffs charged that the Raymondville Independent School District was failing to address the needs of ELL students as mandated by the EEOA.  A major outcome of this case is a three-pronged test to determine whether schools are taking "appropriate action" to address the needs of ELLs as required by the EEOA.

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The court ruled in favor of the Raymondville Independent School District, there was no violation of the Castaneda children's constitutional or statutory rights.

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Pickard set up three guidelines for accountability of bilingual education programs. Els have right to equal treatment for school instruction and support to learn English quickly.

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1982

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A Texas statute unconstitutional for the state to withhold funds from school districts educating children of illegal aliens

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Public schools could not charge illegal immigrants for public education

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equal protection apply to everyone

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1984

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Abolish bilingual education in California, campaign for Proposition 227-required schools to teach language minority English

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Federal district judge in Utah upheld the states law made English its official English, March 2001

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Can better develop their English proficiency and participate in language programs

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January 2002

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held schools accountable how kids learned and achieved, schools was penalized if didn't show improvement

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Teachers highly qualified test students and schools develop achievement standards

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receive quality instruction for learning english and grade level content

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2015-Obama

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Reauthorized the 50-year-old Elementary and Secondary Education Act (ESEA), the nation’s national educational law and longstanding commitment to equal opportunity for all students

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Included provisions that will help to ensure success for all students and schools. It requires every state to measure performance in reading, math, and science.

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The law made sure public schools provided quality education for all children including those with limited English language skills.

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Key:

·         Mandated “meaningful education” for ELLs

·         School systems must provide assistance to help non-native English speakers to attain proficiency and failure to do so deprives them of a meaningful education and violates their civil rights

*****This is where schools lose law suits if they are not following their ISP Plans and providing LIEP programs for ELs

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The date for this is 1970. Very important because it set the guidelines for how ELs could and could not be identified for SPED.  it also began the push towards fluency in English and the standards.

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KEY:

1.       In order for a bilingual program to be “appropriate”(see bold info in previous column) it must be based on sound educational theory and that the education system implementing the program must do so to full effect (sufficient personnel, time, and resources)

2.       If the program fails to overcome linguistic barriers in enough time, it should be discontinued in favor of another theory/method- 5 year rule- Long-Time EL label

3.       Teachers must be adequately prepared-EL certification

4.       Teachers must speak fluent English and be literate in English-not just a specific foreign language
ALSO:
three criteria for all programs serving LEP students. Called the 3-Part test. The three criteria are as followed

1. The program must be based on educational theory.

2. The program must be implemented effectively with all resources and personnel necessary.

3. The program must be evaluated after a trial period

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The date for this should be 1981.

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Big Key Here:
Key:

States are obligated to provide free public education services to all children within their jurisdiction, regardless of citizenship.

Implication to practice:

Reason you can no longer require a social security card at registration time for students- cannot ask this question

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| Key: ·
*Replaced legislation of ESEA ·
* Two components that directly affect ELLs: Title I and Title III- combined them ·
*Recognized roll of parents and granted parents the right to agree or disagree with the school district decisions- notification ·
*Required mandatory testing in English of ELLs o   WIDA- language proficiency ·
*Mandated federal accountability system to ensure that school divisions provide effective instruction for ELLs LIEP program for each student reported yearly to state.

Implication for practices:
-parents must be involved in each phase of EL program with engagement
-Mandatory yearly progress testing in ELD standards (WIDA test)
-LIEP classes reported yearly to VDOS

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Key:

·         Term English Language Learner (ELL) rather than Limited English Proficient (LEP)

o   Now English Learner (EL)

·         Title I and Title III overlap- specifically in the areas of accountability and budgeting

·         Requires providing specific data for long-term ELs and Dually Identified ELs

·         Outlined specific mandates on EL programs
Implications for practices:
This is the law that the Dear Colleague letter clarifies and specifies what EL programs are required to include**Very important

Includes;

·         Procedure to ID ELs- Home Language Survey

·         Screening and assessing ELs outlined

·         EL Instruction- LIEP programs

·         Requires Exit criteria and monitoring exited ELs

·         Requires Parent inclusion in all decision-making and communication

·         Sets guidelines for translating meetings, documents, and programs