Overview: What is the law or act about? What issue was it addressing?​

The Family Educational Rights and Privacy Act (FERPA), enacted in 1974, is a federal law that protects the privacy of student education records. It grants parents the right to access and request amendments to their children’s educational records and limits the disclosure of personally identifiable information without consent. Once a student turns 18 or enrolls in a postsecondary institution, these rights transfer from the parent to the student, known as "eligible students." FERPA was created to address concerns about privacy and the improper sharing of student information by schools.​

Impact on Public Schools: How did it change or shape public education?​

FERPA changed how schools manage and share student information. Schools must ensure that education records are kept confidential and can only be disclosed with parental consent (or student consent for eligible students). This law holds schools accountable for safeguarding student information. It fosters a greater respect for student privacy in public education. Schools now have established protocols for handling requests for information and ensuring records are secure.​

Key Provisions: What are the important parts of the law or decision that schools needed to follow?​

1. Access Rights: Parents (and eligible students) have the right to review and inspect the student's educational records maintained by the school.​

2. Amendment Rights: Parents and eligible students can request corrections to records they believe are inaccurate or misleading.​

3. Consent for Disclosure: Schools cannot disclose personally identifiable information from education records without the written consent of the parent or eligible student, except in certain situations (e.g., in case of emergencies or to school officials with legitimate educational interests).​

4. Directory Information: Schools may disclose certain "directory information" without consent (e.g., student’s name, address), but they must provide notice of this policy and allow parents or eligible students the option to opt out.​

Long-term Effects: How does this law/act still affect schools today?​

FERPA continues to be the foundation of student privacy rights in public education. Schools must remain vigilant in protecting student data, especially in the digital age where educational records may be stored electronically. Compliance with FERPA is critical, as schools that violate the law risk losing federal funding. The law also shapes how schools communicate with parents, students, and third-party organizations regarding educational information, ensuring that privacy is prioritized at all levels.​

References (2):​

https://splc.org/ferpa-what-it-means-and-how-it-works/​

https://studentprivacy.ed.gov/​

1. Overview: What is the law or act about? What issue was it addressing?

​The Americans with Disabilities Act (ADA) was formed in the year of 1990 and it discourages and bans the discrimination of disabled people. The ADA addressed the long term issue of disabled people like other acts like Brown vs Board ended the discriminations of colored people in schools and allowed them to be in the same areas of white people. The ADA allows people that are disabled to do things that they previously did not have the opportunity to do such as participate in local events.

2. Impact on Public Schools: How did it change or shape public education?

​The ADA allowed for disabled students to get access to the same opportunities and resources. It has allowed for educators to expand their class to be able to include everyone in a lesson instead of creating separate ones. It has also allowed for parents to worry less because they know their child is getting a quality education.

3. Key Provisions: What are the important parts of the law or decision that ​

schools needed to follow?

• Create equal opportunities- Do not treat one student different from each other. Give every one the same chance to succeed in not only class, but in life

• Promote acceptance- The ADA is not strictly an anti-discrimination law. It allows disabled students equal education so it is important to let the whole class now that they are one and no one is better than the next.

• Lift restrictions- Do not restrict students from doing something. It is ok for a student to not be correct the first time so let the student learn and do not restrict them from things that they are capable of doing.​

4. Long-term Effects: How does this law/act still affect schools today?

​It has created diversity in the classroom. I've had plenty of classmates with things such as autism and hearing exceptionalities. This did not stop them from achieving their goals. This has a long term effect on the classroom because it allows for everyone to be able to pave their own path to what they want to do. It has allowed students to be able to walk through doors that were previously closed and to be able to reach heights they never thought were possible. 
References: 

https://www.ada.gov/topics/intro-to-ada/#:~:text=The%20ADA%20prohibits%20discrimination%20on,origin%2C%20age%2C%20and%20religion.

https://adata.org/factsheet/disability-rights-laws-public-primary-and-secondary-education-how-do-they-relate#:~:text=Title%20II%20of%20the%20ADA,which%20includes%20most%20public%20schools.

ESSA holds schools accountable for how students learn and achieve. It provides equal opportunities for all students regardless of the circumstances. 

ESSA is addressing the issue of all public schools having equal education to all students. It gives states the role of being able to control how disadvantaged students can achieve their learning. 

Key Provisions: What are the important parts of the law or decision that schools needed to follow?​

1 - Students in poverty 

-Even students that have less than everybody else have the chance to have an education

2- Students of color 

-A way for educators to undo the social and policy of inequality practice , and the achievement gaps between those who are of color and those who are white 

3- Students who receive special education 

• A way for educators to provide certain accommodations for student with disabilities

4- Those with limited english language skills

• It allows ELLs to be exempt from states assessments , it also allows them to be pulled out and still learn

Long-term Effects: How does this law/act still affect schools today?​

ESSA still affects schools today because I feel like the act has developed over the years , and there have been many improvements to this act. Now educators take this act seriously and some schools have big programs for this act. Especially with the special education programs at schools. I feel like this act helped a lot with the social inequalities with your race/ color of your skin.  It also gives states control to be able to control local school districts. 

References (2):

https://www.understood.org/en/articles/every-student-succeeds-act-essa-what-you-need-to-know

https://www.coordinatingcenter.org/files/2018/09/Every-Student-Succeeds-Act-ESSA-What-You-Need-to-Know.pdf

            The Goals 2000: Educate America Act, enacted in March 31^st, 1994. “This Act sets national goals for education, to be achieved by the year 2000.” The goal categories include 1. School readiness, 2. School completion, 3. Student achievement and citizenship, 4. Teacher education and professional development, 5. Mathematics and science, 6. Adult literacy and life long learning. 7. Safe and disciplined, 8. Parental participation. This Act is addressing educational goals for future students and teachers. 

Impact on Public Schools: How did it change or shape public education?

            The Goals 2000 Act changed how student and teachers act in school. By following the categories, it can help students achieve readiness and stay safe and disciplined. Teachers can become more professional and interact with parents and have them participate more in the student’s education. It shaped public education by giving students, teachers, and parents something to focus on for the future and how to become better for the future. 

Key Provisions: What are important parts of the law or decision that schools need to follow?

The Categories: This helped states establish standards for all children, and raised educational achievement.  “49 states standards in core subjects and graduating high school seniors completing core curriculum rose to 55 percent.”

This Act requires the Panel to report annually on progress. So that the Federal State and local government can take steps to enhance the progress.

Federal funds- This will help communities and states develop their own standards and implement their own programs of school to help students achieve higher standards.

Requires Council: to develop and certify (subject to Panel review and approval) voluntary national standards for content areas, student performance, and fair opportunity-to-learn

Long-term Effects: How does this law/act still affect schools today?

            This Act still affects schools today because it gives everyone something to look forward to for the future of education. It continues to set standards for many students to achieve. It shapes the way for future teachers and their ability to teach at the highest standard. This Act says the year 2000 in it because it was meant to set a goal for that year. This Act continues to set goals for every year not just the year 2000. Many teachers and students can achieve greatness and set their self to the highest level of achievement by just following the categories.

References (2)

            https://www.congress.gov/bill/103rd-congress/house-bill/1804

            https://clinton.presidentiallibraries.us/exhibits/show/education-reform/goals-esea

The Individuals with Disabilities Education Act (IDEA), reauthorized in 1990 from the Education for All Handicapped Children Act,  is a federal law that allows students with special needs and disabilities to receive free education in public schools. IDEA allows children to receive assistance as early as birth through age 2 under the IDEA Part C service. IDEA Part B serves children from ages 3 through 21 with related services of special education. This law includes students who are deaf, blind, have an emotional disability or an intellectual disability. IDEA was created to give these students an opportunity to meet their individual needs because they were being denied the access to education. 

Impact on Public Schools: How did it change or shape public education?​

IDEA helped shape public education to adjust and explore new ways of helping others. Teachers had to adapt to having alternative teaching strategies to accommodate the disabled students' needs. Students also had to adapt to their classmates who needed different things than they did. This helped encourage equality within the classroom and having respect for others. Schools now discipline those who bully or disrespect children with disabilities because it is misconduct. 

Key Provisions: What are the important parts of the law or decision that schools needed to follow?​

1. Appropriate Evaluation: A student must be evaluated for all areas of possible disabilities. 

2. Free Public Education: Educational services are provided at no cost to their parents. 

3. Least Restrictive Environment: Students must be educated with children who are not disabled when suitable. 

4. Individualized Education: Each student with a disability must have measurable goals that educators want students to achieve by a certain time period. 

Long-term Effects: How does this law/act still affect schools today?​

IDEA continues to be a part of student’s opportunities to meet their educational needs. Schools must keep these regulations in practice because it is important as these students have helped numbers of graduation, enrollment, and employment rise. This law has helped many disabled students feel included in education. All students are capable of learning and they should never be denied access to education. 

References (2):

https://sites.ed.gov/idea/IDEA-History#Pre-EHA-IDEA 

https://www.askresource.org/resources/six-principles-of-idea

2. Impact on Public Schools: How did it change or shape public education?​ - Individuals with Disabilities Education Improvement Act requires public schools to provide special education and related services to children from ages 3–21 who meet certain eligibility criteria, and to provide early intervention services to eligible children ages birth to age 3. Basically, the act gives disabled children in school more opportunities in public schools to get the proper education that will actually help the children learn. 

3. Key Provisions: What are the important parts of the law or decision that ​

schools needed to follow?​

• No matter the difference in the child, they are entitled to free and appropriate public education (FAPE). 

• Students with disabilities must be educated alongside children without disabilities in the name of special education services (parent participation).

• When there is suspicion of a disability, students are entitled to an evaluation of all related disabilities with evaluation processes that are nondiscriminatory. 

• An individualized education program (IEP) must be developed and used to meet the needs of each student with a disability.

• The act establishes safeguards to protect the rights of the disabled child and their parents and provide several mechanisms to resolve discourse between parents and school districts. 

4. Long-term Effects: How does this law/act still affect schools today? - IDEIA has improved the education of children with disabilities and special education needs by a lot; children are now given proper education that aligns with their needs, making jobs and further education easier and more accessible. the act has also helped families keep their children in public, free schools, and given families opportunities to have their children diagnosed with a specific disability at no cost. 

References: 
https://www.nasponline.org/research-and-policy/policy-priorities/relevant-law/individuals-with-disabilities-education-improvement-act-(idea)#:~:text=IDEA%20establishes%20procedural%20safeguards%20to,between%20parents%20and%20school%20districts.

https://www.understood.org/en/articles/individuals-with-disabilities-education-act-idea-what-you-need-to-know

The Bilingual Education Act was a bill that mandated schools to provide bilingual education programs. This bill addressed the growing amount of non-English speaking students in schools. It recognized that these students needed extra academic help.

Impact on Public Schools: 

The Bilingual Education Act ​impacted public schools by recognizing the needs of non-English speaking students. It provided funds for bilingual education programs, allowing non-English speaking students to learn in their native language. Funding was also for developing programs, training staff, and obtaining educational resources that would suit these children. It played a huge role in promoting inclusivity and equal educational opportunities for all.

Key Provisions: 

1. Provide bilingual education programs to support non-English speaking students, insuring that they received instruction in their native language.

2. Focus on developing and training teachers to effectively teach bilingual students.

3. Involve the community outside of the schools and parents.

Long-term Effects: 

Schools provide various educational programs for bilingual students. These include English as a Second Language  (ESL) classes, which strive to help students achieve proficiency in English while valuing their native languages. Schools also aim to better train educators to meet the needs of these bilingual students.

References (2): 

https://tcf.org/content/commentary/moving-forwardby-bringing-back-key-elements-of-the-bilingual-education-act/#:~:text=Viewing%20bilingualism%20as%20an%20asset,to%20an%20English%2Donly%20approach.

https://www.britannica.com/topic/Bilingual-Education-Act​

Plessy v. Ferguson was a court case that went all the way to the Supreme Court in the late 19th century. The case ruled on racial segregation in public settings. In the case, the Court ruled that the "separate but equal" doctrine was constitutional, making segregationist laws legal in the US and separating white people and people of color regarding public access to facilities and services . Plessy v. Ferguson was an outcome of racial tensions and divide at the time and it allowed for the continuation of racial segregation and discrimination into the 20th century.

Impact on Public Schools: How did it change or shape public education?

Plessy v Ferguson shaped public education at the time because the decision segregated schools on the basis of race. This means there were schools only for white students and there were schools only for black students. Although these schools were supposed to provide equal opportunities and supplies ​to their students under the "separate but equal" doctrine, black schools were often poorer, overcrowded, and even more dangerous. These schools were also poorly resourced, with black students often receiving hand-me-down books from the white schools. There was little public transportation for black students as well, meaning they often had to walk long distances just to get to school. All of these aspects of segregated schools show the impact that the Plessy v. Ferguson decision had on African American students and public education at the time.

Key Provisions: What are the important parts of the law or decision that ​schools needed to follow?

​The main part of Plessy v. Ferguson was the "separate but equal" doctrine that schools and other public facilities were forced to follow. This legalized racial segregation in public schools, as white students had to go to white schools and black students could only go to black schools. This doctrine was legalized after the Court ruled that it was not unconstitutional under the 14th Amendment for students and people to be separated based on race, as long as both facilities provided equal or the same materials and opportunities.

Long-term Effects: How does this law/act still affect schools today?

Plessy v. Ferguson was actually overturned by the Brown v. Board of Education case in 1954 that ruled the "separate but equal" doctrine to be unconstitutional and claimed that segregated schools were inherently unequal. However, Plessy v. Ferguson did leave an impact on education that is still apparent today. For example, de facto segregation still remains in both schools and throughout society, resulting from decades-long de jure segregation of public places. Plessy v. Ferguson also impacted housing patterns and income disparities between white and black people, which has led to poorer education for many children of color. These are just two ways that Plessy v. Ferguson still affects schools today.

References (2): 

https://www.britannica.com/event/Plessy-v-Ferguson-1896

https://nmaahc.si.edu/explore/stories/struggle-against-segregated-education

Overview: What is the law or act about? What issue was it addressing?​

The National Defense Education Act, started in 1958, it is a federal law that aimed to improve education in science, math, and foreign languages to help the United States. It was designed to expand and reorganize the U.S. military, particularly the National Guard, and to prepare the country for potential involvement in World War I. At the time, the U.S. military was relatively small and unprepared for large scale conflict. NDEA was created to grow the military. ​

Impact on Public Schools: How did it change or shape public education?​

NDEA established the legitimacy of federal funding of higher education and made substantial funds available for low cost student loans, boosting public and private colleges and universities. The purpose of NDEA was to improve and strengthen students to go to school past the high school level. This law helps students who don't have the money to possibly get it funded to them.​

Key Provisions: What are the important parts of the law or decision that schools needed to follow?​

1. Student Loans: The NDEA established the National Defense Student Loan (NDSL) program, which provided low-interest federal loans to students in higher education.

2. Grants to States: NDEA provided grants to states for programs in science, math, and modern foreign languages in public schools.​

3. Fellowships: The NDEA provided fellowships for graduate students who were preparing to become college professors.

   
   

4. Statistical services: The NDEA improved statistical services at the state level.​

Long-term Effects: How does this law/act still affect schools today?​

NDEA continues to affect schools today by the STEM education. The NDEA prioritized science, mathematics, technology, etc. Schools also receive funding for those subjects as well. The law also shapes how schools in the United States today by influencing educational priorities.​

References (2):​

https://www.britannica.com/topic/National-Defense-Education-Act​

https://www.senate.gov/artandhistory/history/minute/Sputnik_Spurs_Passage_of_National_Defense_Education_Act.htm

Overview: What is the law or act about? What issue was it addressing?​

The Morrill Act was passed on July 2nd in 1862. This Act was supported by the senator of Vermont, Senator Justin Morrill. The Morrill Act made it possible for public colleges to be established in each state due to federal land grants. This made the public school system more accessible to farmers and tradesmen who didn't have the access to public schooling or the opportunities that came with it prior. The Morrill Act was the first federal Act passed to help fund higher education. In order to determine the land available in each land grant, land was surveyed into six- square mile townships, and one square mile in each township was used for public schooling. Most of the land that was given under the land grants, the one square mile of land, was not used for school construction, but was actually sold, and the profit would go toward the school system. The Morrill act helped distribute over a total 100 million acres to help public schooling, and helped lay a foundation of a nation wide system of public colleges. Some of the existing colleges that were chartered by the Morrill Act are Clemson, Cornell, and Washington State. The Act that was passed in 1862 did not apply to African Americans, however, in 1890, the Second Morrill Act was passed to help rectify the situation, mainly in the Confederate states. 

Impact on Public Schools: How did it change or shape public education?​

The Morrill Act was a huge step toward the right direction with the financial help of the federal government. This act opened up so many opportunities for many farmers and other people that had jobs to get a better education. These land grants help finance the public schooling system, to help America's education grow. The Morrill Act had a positive impact on the funding and creation of many colleges that are still around today. The Second Morrill Act helped open up public schooling for many African Americans in the Confederate states. 

Key Provisions: What are the important parts of the law or decision that ​

schools needed to follow?​

1. Each state would receive 30,000 acres of land in the western states, and the senators of these states would have to distribute these acres according to town. 

2. This land needed to help fund an agricultural or mechanical college to help farmers and/or tradesmen. 

3. Military training was required in the curriculum at each school that was funded by the land grants. (This would lead to the creation of the Reserve Officers Training Corp, which is an educational program for future soldiers in the Navy, Army etc.) 

 Long-term Effects: How does this law/act still affect schools today?

This Act help establish many colleges that are still in effect today, for example, Clemson and Cornell are both colleges that were established because of the Morrill Act of 1862. The Morrill helped create and maintain many A&M (agricultural and mechanical) colleges, which are mainly for farmers and tradesmen. 

References (2): 

https://www.archives.gov/milestone-documents/morrill-act

https://www.britannica.com/topic/Congress-of-the-United-States

Section 504 of the Rehabilitation Act was enacted in 1973. It was made to protect qualified individuals from dicrimination based on disability. The reason this act was made was to protect students with a disability or handicapping condition to still be able to learn in school without discrimination.

Impact on Public Schools: How did it change or shape public education?​

Section 504 impacted schools in many ways. Some of the main changes that happened are staff training and awareness. Staff and educators MUST be trained to understand and implement the provisions of "Section 504" promoting awareness of disability rights and  best practices for support. Another change that happened was development of 504 plans. Schools individually made 504 plans for students who qualify, outlining specific accommodations and modifications to support their learning needs. Evaluation process was another big thing that changed. It states that schools must establish procedures for evaluating students for eligibility. 

Key Provisions: What are the important parts of the law or decision that schools needed to follow?​

1. Non discrimination- Schools cannot discriminate on students based on their disability.

2. Free Appropriate Public Education- Students with disabilities are entitled to a free appropriate public education that meets their needs.

3. ​Individualized Accommodation plans- Schools MUST develop a plan, that outlines specific accomodations and services tailored to the Childs needs to ensure their access to learning.

4. Parental involvement- Schools are REQUIRED to involve a parent in the process, including notifications and meetings regarding evaluations, eligibility, and the development of the 504 plan.

Long-term Effects: How does this law/act still affect schools today?​

Some of the ways "Section 504" still affecting schools today are Legal Framework for Inclusion. Legal framework for inclusion establishes a legal obligation for schools tonsure that students with disabilities have equal access to education, promoting inclusive practices and accommodations. Another impact is Ongoing accountability. Ongoing accountability holds schools accountable for compliance with Section 504, which encourages continuous improvement in accessibility and services.

References (2):​

https://chatgpt.com
https://www.hhs.gov/sites/default/files/ocr/civilrights/resources/factsheets/504.pdf

​The Education for All Handicap children Act (EHA) was intended to ensure that children with disabilities would get a free appropriate education (FAPE). It also was meant to protect the rights of disabled students and their families.  Before it was passed, many students ​with disabilities were refused access to education. 

Impact on Public Schools: How did it change or shape public education?

​This act impacted public schools by making sure students received a free appropriate education. It allowed for much more inclusion in classrooms and created Individualized education programs (IEPs). The law increased responsibilities  for schools, involved parents in decisions and improved teacher training resulting many children with disabilities receiving an education.

​

Key Provisions: What are the important parts of the law or decision that schools needed to follow?

1.Free Appropriate Public Education (FAPE): Ensured that all children with disabilities have access to a free education that meets their needs

2.Individualized Education Programs (IEPs): Requires schools to develop personalized education plans for each student with disabilities, outlining specific goals and services.

3.Least Restrictive Environment (LRE): Mandates that students with disabilities be educated alongside their non-disabled peers to the maximum extent possible. 

4.Parental Participation: Ensures parents are involved in the development of their child’s IEP and educational decisions.

Long-term Effects: How does this law/act still affect schools today?

​Today, the act influences schools by promoting inclusion and equity. the act was renamed to IDEA in 1990. ​

References (2):

Understanding PL 94-142: 5 Ways This Historical Law Has Transformed Education - Euna Solutions

A History of the Individuals With Disabilities Education Act

Overview: What is the law or act about? What issue was it addressing?​

Title IX which was passed in 1972, is about protecting people form discrimination based on sex in education programs or activities that receive Federal financial assistance. Title IX addresses the issue of sexual harassment and other sexual misconduct in education. This act guides universities and colleges and even lower education schools on how to take action if these things occur.

Impact on Public Schools: How did it change or shape public education?​

​By restoring and strengthening full protection and a increase in women's sports, scholarships, and expanded travel schedules. Title IX has made it safer for everyone to be able to enjoy school and if it was to happen to someone they will get the justice they deserve and the help they need to overcome it.

Key Provisions: What are the important parts of the law or decision that schools needed to follow?​

1. Responding to Sexual Harassment/Violence: School's must respond promptly and effectively to sexual harassment and violence. They must take immediate action to prevent it from happening again.

2.  Respecting Complaints: Schools must train students on how to seek assistance. They must not retaliate against anyone who makes a complaint.

3. No-Contact Orders: A campus equivalent of a restraining order. Can be used to keep people safe and school.

4. Three Prong Test: Each prong represents a different approach to compliance and meeting any one of those prongs is sufficient to satisfy Title IX requirements.​

Long-term Effects: How does this law/act still affect schools today?​

Participation in sports especially women's sports has increased because of the sense of being safe and not having to worry about being sexually harassed and not believed or not getting justice. Title IX has made it to where every male and female can be comfortable to talk to a trusted adult and to be able to report a incident and not get looked at crazy. Students are now able to be open and be themselves and be able to play sports and have a good life i school instead of being afraid to do what their hearts desire in sports.

References (2):​

https://titleix.college.harvard.edu/what-title-ix#:~:text=Title%20IX%20is%20a%20federal,that%20receive%20Federal%20financial%20assistance.

https://news.harvard.edu/gazette/story/2022/06/how-title-ix-transformed-colleges-universities-over-past-50-years/

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• ◄ Gillespie - Plessy v. Ferguson (1896)

• Travers - McKinney-Vento Homeless Assistance Act (1987) ►

◄ September 18, 2024

The Smith-Hughes Act was a law enacted in 1917. This law provided federal aid to states in order to promote vocational education dealing with the topics of agriculture, industrial trade, health  and economics. In the 19th century, groups started forming that supported vocational learning. These groups felt that vocational education would give students an opportunity to be educated before entering the work field.  In 1905, a Massachusetts state legislature was a part of the Douglas Commission that gave the final report that states should grow their teachings of vocational education. Over the next ten years, many states began to establish vocational education. 

Impact on Public Schools: How did it change or shape public education?

The Smith-Hughes Act changed public education by creating vocational programs. States were able to have the programs because of provided federal aid. This allowed for students to become more knowledgeable on different industries in the work field. Students were able to learn skills that were needed for the career they wanted to be a part of. Students were able to learn practical skills for all different jobs including agriculture, home economics, carpentry, and mechanics. 

Key Provisions: What are the important parts of the law or decision that schools needed to follow?

1. Provided federal aid to states: The money given to states was to be used for vocational education programs. These programs provided students with new learning opportunities about on career pathways. 

2. Created the Federal Board of Vocational Education: This board was in charge of distributing funds to states. This board also overlooked the plans that states made for vocational education. 

3. Required every state receiving aid to create a state-level body: This body acted as the link between the federal board and the local districts. These bodies also helped to expand state powers of overseeing local education.

Long-term Effects: How does this law/act still affect schools today?

The Smith-Hughes Act helped create laws like the Vocational Education Act of 1963  and the Carl D. Perkins Vocational and Technical Education Act of 1984. It still has a major affect on schools today because many schools offer vocational classes. For example, my high school offers classes for business, marketing, agriculture, education, health sciences, and public safety. It also helped to create the career and technical education program, also known as CTE. This program helps prepare students to enter the workforce and also provides opportunities to explore different careers. 

References (2):

https://www.britannica.com/topic/Smith-Hughes-Act#ref321462
https://tech-labs.com/blog/smith-hughes-act-1917

The Elementary and Secondary Education Act (ESEA) was a cornerstone of President Lyndon B. Johnson’s “War on Poverty” .This act authorizes federal aid for the education of disadvantaged students. The act represented a  Iandmark commitment to equal access to quality education. The act mainly addressed disadvantaged students, assessments, migratory students, and neglected and delinquent students.

Impact on Public Schools: How did it change or shape public education? 

Public school systems and individual public schools are now held accountable for monitoring and improving achievement outcomes for students and closing achievement gaps. The act ensures equal opportunities and higher student achievement which leads to more funding. ESEA aimed to close the educational gap by providing federal funds to schools serving low-income students. This financial support helped improve facilities, resources, and teacher training. The Act emphasized equal access to education, leading to policies that targeted specific groups, including low-income families, students with disabilities, and English language learners.

Key Provisions: What are the important parts of the law or decision that ​ schools needed to follow? 

1. While states were given more latitude to develop their accountability systems, in order to receive funds, each state must continue to have content and academic achievement standards and aligned assessments in reading/language arts, mathematics, and science for specific grade levels.

2. Schools with high percentages of low-income students were required to implement programs aimed at improving educational outcomes. This included targeted interventions, teacher training, and curriculum enhancements.

3. NCLB mandated annual standardized testing in reading and math for students in grades 3-8 and once in high school. Schools were required to demonstrate Adequate Yearly Progress (AYP) to ensure that all students were meeting learning benchmarks.

4. Both NCLB and ESSA emphasized the need for "highly qualified" teachers in core subjects. Schools were required to ensure that teachers met specific qualifications and to provide professional development opportunities.

Long-term Effects: How does this law/act still affect schools today?

The ESEA continues to require states and public school systems to focus on educational accountability as a condition for the receipt of grant funds. States must now have an accountability system that incorporates long-term and interim performance goals for specified measures, weighted indicators based, in part, on these goals. They must also include an annual system for meaningful differentiation that is used to identify schools that need additional support to improve student achievement. By incorporating these requirements in schools it allows for more growth in the education system.

Brown v. Board of Education (1954) was a landmark Supreme Court case in which the justices ruled that racial segregation in public schools was unconstitutional. The case overturned the 1896 Plessy v. Ferguson decision, which had allowed for "separate but equal" facilities, including segregated schools.

In Brown, several African American families challenged the segregation of schools, arguing that it violated the Equal Protection Clause of the 14th Amendment. The Supreme Court, led by Chief Justice Earl Warren, unanimously ruled that segregation in public schools was inherently unequal and that it created a sense of inferiority among African American children.

This decision was a critical moment in the Civil Rights Movement, as it set a precedent for desegregating public institutions across the United States, although its implementation was met with significant resistance in many areas

Impact on public schools:

The ruling declared segregation in schools unconstitutional, forcing school districts across the country to begin the process of on integrating African Americans and white students. The decisions helped create more diverse learning environments., and it also contributed to broader learning environments.

Key provision:

Was a landmark Supreme Court case in which the justices ruled that racial segregation in public schools was unconstitutional. The case overturned the 1896 Plessy v. Ferguson decision, which had allowed for "separate but equal" facilities, including segregated schools.

In Brown, several African American families challenged the segregation of schools, arguing that it violated the Equal Protection Clause of the 14th Amendment. The Supreme Court, led by Chief Justice Earl Warren, unanimously ruled that segregation in public schools was inherently unequal and that it created a sense of inferiority among African American children.

This decision was a critical moment in the Civil Rights Movement, as it set a precedent for desegregating public institutions across the United States, although its implementation was met with significant resistance in many areas

Long term effects:

The long-term effects of Brown v. Board of Education included the gradual desegregation of schools, inspiring the Civil Rights Movement and future legislation like the Civil Rights Act of 1964. While it increased access to education for African American students, challenges like de facto segregation and funding disparities persist. The ruling also reinforced judicial activism and the federal government's role in protecting civil rights.

References:(2)

• https://www.archives.gov/milestone-documents/brown-v-board-of-education

• https://www.naacpldf.org/brown-vs-board/

The McKinney-Vento Homeless Assistance Act is a federal law created to support homeless people, especially kids and teens. It provides funding for shelters, housing, and other services to help those without stable homes. The law also makes sure that homeless students can attend school without barriers like missing documents or transportation. It was passed because homelessness was becoming a bigger problem in the U.S. in the 1980s, and there needed to be more support for people in these situations.

Impact on Public Schools: How did it change or shape public education?

The McKinney-Vento Act made a big impact on public schools by making sure homeless students have the same access to education as everyone else. Schools now have to enroll these students right away, even if they don’t have things like proof of residency or health records. They also have to provide transportation so students can stay at their original school, even if they move around a lot. Plus, schools must offer extra support like tutoring and help with supplies to make sure homeless students don’t fall behind. This law helps keep school stable and consistent for students going through tough times.

Key Provisions: What are the important parts of the law or decision that schools needed to follow?

Immediate Enrollment: Schools have to enroll homeless students right away, even if they don’t have paperwork like proof of residency or vaccination records.

School Stability: Homeless students can stay in their original school, even if they move to a new area. Schools have to provide transportation if needed.

Equal Access: Schools must make sure homeless students can access the same services as other students, like tutoring and after-school programs.

Homeless Liaison: Every school district must have someone, called a liaison, who helps homeless students and families get the support they need and understand their rights.

Long-term Effects: How does this law/act still affect schools today?

The McKinney-Vento Act still affects schools today by raising awareness about the struggles homeless students face. Schools have systems to identify and support these students, ensuring they get resources like transportation and tutoring. It also leads to better training for teachers and staff on how to help homeless students, creating a more supportive environment. Plus, schools often work with community organizations to provide additional support. Overall, the act helps ensure that all students, no matter their housing situation, have a fair chance to succeed in school.

References (3)

https://www.cde.ca.gov/sp/hs/#:~:text=The%20McKinney%2DVento%20Homeless%20Assistance,children%20and%20youth%20experiencing%20homelessness.

https://nche.ed.gov/mckinney-vento-definition/

https://www.pqschools.org/parents/mckinney-vento-homeless-assistance-act

Overview: What is the law or act about? What issue was it addressing?

of 2001 was a law that expanded federal involvement in education in the United States. The law was signed by President George W. Bush and reauthorized the Elementary and Secondary Education Act (ESEA) of 1965. NCLB was designed to address the concern that the American education system was lagging behind its international competitors by holding schools responsible for boosting student performance through mandated standardized tests and minimum performance benchmarks.

Impact on Public Schools: How did it change or shape public education?​

Critics charge that NCLB has led educators to shift resources away from important but non tested subjects, such as social studies, art, and music, and to

focus instruction within mathematics and reading on the relatively narrow

set of topics that are most heavily represented on the high-stakes tests

(Rothstein, Jacobsen, and Wilder 2008, Koretz 2008). In the extreme,

some suggest that high-stakes testing may lead school personnel to intentionally manipulate student test scores (Jacob and Levitt 2003). Although

there have been hundreds of studies of test-based accountability policies

in the United States over the past two decades, the evidence on NCLB is

more limited, both because it is a newer policy and because the national

scope of the policy makes it extremely difficult to find an adequate control

group by which to assess the national policy.

Key Provisions: What are the important parts of the law or decision that schools needed to follow?​

Key Provisions of the No Child Left Behind Act

·       State assessments:    States must implement annual state assessments in reading and mathematics in grades 3-8 and at least once in grades 10-12, and in science at least once in each of three grade spans: 3-5, 6-9, and 10-12. Assessments must be aligned with challenging state content and academic achievement standards. States must provide for participation of all students, including students with disabilities and limited English proficient (LEP) students. States must provide for the assessment of English language proficiency of all LEP students.

·       Adequate yearly progress (AYP): States must set annual targets that will lead to the goal of all students’ reaching proficiency in reading and mathematics by 2013-14. For each measure of school performance, states must include absolute targets that must be met by key subgroups of students (major racial/ethnic groups, low-income students, students with disabilities, and LEP students). To make AYP, schools and districts must meet annual targets for each student subgroup in the school, and must test 95 percent of students in each subgroup. States also must define an “other academic indicator” that schools must meet in addition to proficiency targets on state assessments.

·       Schools identified for improvement:          Title I schools and districts that do not make AYP for two consecutive years are identified for improvement and are to receive technical assistance to help them improve. Those that miss AYP for additional years are identified for successive stages of interventions, including corrective action and restructuring (see below). To leave identified-for-improvement status, a school or district must make AYP for two consecutive years.

·       Public school choice: Districts must offer all students in identified Title I schools the option to transfer to a non-identified school, with transportation provided by the district.

·       Supplemental educational services:            In Title I schools that miss AYP for a third year, districts also must offer low-income students the option of supplemental educational services from a state-approved provider.

·       Corrective actions: In Title I schools that miss AYP for a fourth year, districts also must implement at least one of the following corrective actions: replace school staff members who are relevant to the failure to make AYP; implement a new curriculum; decrease management authority at the school level; appoint an outside expert to advise the school; extend the school day or year; or restructure the internal organization of the school.

·       Restructuring:          In Title I schools that miss AYP for a fifth year, districts also must begin planning to implement at least one of the following restructuring interventions: reopen the school as a charter school; replace all or most of the school staff; contract with a private entity to manage the school; turn over operation of the school to the state; or adopt some other major restructuring of the school’s governance. Districts must spend a year planning for restructuring and implement the school restructuring plan the following year (if the school misses AYP again for a sixth year).

·       Highly qualified teachers:   All teachers of core academic subjects must be “highly qualified” as defined by NCLB and the state. To be highly qualified, teachers must have a bachelor’s degree, full state certification, and demonstrated competence in each core academic subject that they teach. Subject-matter competence may be demonstrated by passing a rigorous state test, completing a college major or coursework equivalent, or (for veteran teachers) meeting standards established by the state under a “high, objective uniform state standard of evaluation” (HOUSSE).

·       Use of research based practices:     Schools must use effective methods and instructional strategies that are based on scientifically-based research.

Long-term Effects: How does this law/act still affect schools today?​

Our results indicate that NCLB brought about targeted gains in the mathematics achievement of younger students, particularly those from disadvantaged backgrounds. However, we find no evidence that NCLB improved student achievement in reading.