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Meyer v. Nebraska
States have the authority to determine the language that will be instructed in public schools. However, the parents do have the right to organize after -school and weekend heritage language classes for their children. -
Farrington v. Tokushige
Same ruling as in Meyer v. Nebraska. States have the authority to determine the language that will be instructed in public schools. However, the parents do have the right to organize after -school and weekend heritage language classes for their children. -
ESEA
The Elementary and Secondary Education Act was created to improve educational equity for low income families. Through this act school districts that serviced a large amount of low income families would be able to receive federal funding. This act has been reauthorized eight times. This affects ELLs because many of them live in urban areas where there is a large population of low income families. This act ensures that they are receiving an equitable education. -
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Title VII
Otherwise known as the Bilingual Education Act, this was the first federal educational language policy for ELLs. Through Title VII school districts would be able to receive grant money if they were providing a bilingual program in their schools. This affected ELLs because schools were beginning to recognize the importance and the benefits of bilingualism. This also caused schools to want to focus on helping ELLs to achieve proficiency in English through the programs they were providing. -
EEOA
The Equal Educational Opportunities Act was caused by the Lau v. Nichols case. This act states that districts are to implement bilingual education programs for ELLs. EEOA made it illegal for states to deny educational opportunities based on a child's race, color, sex, or national origin. -
Lau v. Nichols
This case protected children that are not proficient in English from discrimination. The Supreme Court decided these children must be given ESL instruction and have access to content instruction as well. It was made illegal to place a child whose native langue was anything other than English in a classroom without any ESL support services. As a result of this case the Equal Educational Opportunities Act was created. -
Castaneda v. Pickard
As a result of this case, schools were require to implement a successful program to instruct ELLs in English proficiency. Schools then needed to monitor student success in the program and make adjustments as needed. Students' success was monitored through testing to see of they were making gains in English proficiency. -
Plyer v. Doe
This case made it so that undocumented children would have the right to attend a free, public school where they reside. The court decided that it was better for the community to educate these children and make attempts to integrate them into the American Society than to exclude them completely. -
Gomez v. Illinois State Board of Education
An example of where the Castaneda test was used successfully to rectify an inadequate program for ELLs. -
CA Proposition 227
California approves an English for the Children Initiative. This placed severe restrictions on bilingual education programs. This initiative was false in stating that bilingual education programs were a violation of immigrant children's right to learn English, and that bilingual education programs should be eliminated. This was a set back for ELLS. -
Flores v. Arizona
An example of when the Castaneda test's shortcomings caused
the upholding of polices that had questionable quality of programs. -
AZ Proposition 203
Arizona approves an English for the Children Initiative. This placed severe restrictions on bilingual education programs. This initiative was false in stating that bilingual education programs were a violation of immigrant children's right to learn English, and that bilingual education programs should be eliminated. This was a set back for ELLS. -
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NCLB
No Child Left Behind was a cause of the reauthorization of ESEA. This also replaced Title VII with Title III and Title I. NCLB placed accounatability on schools through the use of high-stakes testing and AYP (adequate yearly progress). NCLB also placed consequences on districts that failed to make AYP. This put pressures on districts to ensure that ELLs were achieving English proficency in order to meet their AYP. -
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Title III
Still in place today, Title III was created to replace Title VII. Title III provides grants to districts that have LIEPs and teach English along with academic content. Title III does allow states to choose which program they will use to teach ELLs, but it also required states to develop English proficiency standards and assessments to show if students met those standards. -
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Title I
Title I, also known as Improving the Academic Achievement of the Economically Disadvantaged, was created to give all children the opportunity to receive a fair and equal education. This was ensured through requiring AYP on state standardized testing for all students including ELLS. This caused districts to focus on the needs of ELLs in order to improve their test scores. -
MA question 2
Massachusetts approves an English for the Children Initiative. This placed severe restrictions on bilingual education programs. This initiative was false in stating that bilingual education programs were a violation of immigrant children's right to learn English, and that bilingual education programs should be eliminated. This was a set back for ELLS. -
Race to the Top
This gave grants to school districts to begin education reform movements. Schools were required to select benchmarked standards and assessments. Districts also needed to create intervention strategies to improve low-performing schools. This caused schools to hire more effective and highly qualified teachers and principals. Schools also built data systems to show students' performance levels. Through this all students began to receive a higher quality of education. -
ESEA Flexibility
This gave states flexibility from Title I. The state needed to propose an alternative system for school reform and accountability. This proposal needed to be approved and considered acceptable by the federal government. -
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ESSA
The Every Student Succeeds Act is similar to NCLB. ESSA still emphasizes accountability on districts to receive federal funding. However, ESSA gives states flexibility in their goal setting for schools and flexibility in their consequences for schools that do not meet the state goals. States are also allowed flexibility in the nationally recognized testing that they choose to use. ESSA focused more on student academic growth rather than just their scores on the end of the year tests.