Title VI Paper

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Arizona State University *

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Feb 20, 2024

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Title VI Paper Kade Frees BLE 220: Foundations of SEI Professor Carrie Cicotte September 13, 2022 Throughout the history of education, there have been laws, theories, propositions, and many concepts that have been governed by the educational environment to make such a place a ground of inclusion for all people. Amongst all of these perhaps none is more important than that of title VI due to its time of surging, and timeless importance to include all races into the world of education as well as making it an equal place for all. Title VI falls under the Civil Rights Act of 1964 and reads as follows: “prohibits discrimination on the basis of race, color, or national origin in any program or activity that receives Federal funds or other Federal financial assistance.” (hhs.gov U.S. Department of Health & Human Services). Title VI in theory is one of the most beneficial to EL students, students of all races, and students of different national heritage, because of how it seeks to eliminate the unfair favoritism toward white American students. The mid-1900s were a time in American history that are very dark, a time when racial segregation was at an all-time high, people from different cultures were also categorized as different and because of that, they were treated as lessers. Although unfair, it was how the world was in America at the time with the divided and segregated culture within America, there was the same plague inside the world of education. Schools were separate; one for the white students and one school for the students of any other race. An utterly disgusting time in the lens of historical injustice. Then came the Civil Rights Act

of 1964 in which is Title VI the educational guideline to making English learners and people of color feel welcomed, accepted and equal, thus making it one of the most important documents for the people within education. There are many objectives of the title, to help ELL students succeed as much as possible the title claims, “ schools, districts, and state education agencies (SEAs) take affirmative steps to address language barriers so that EL students may participate meaningfully in their schools’ educational programs. A district must effectively implement a sound educational approach in its programs for EL students” (www2.ed.gov). The support that the title has to offer towards the EL student population as well as that of different races in the school atmosphere. The title’s agenda is to offer programs for students that are EL and allow them to participate in such programs to help as an inclusion factor thus working towards the elimination of separation in the walls of the school. Another topic within the title is that schools are required to be able to communicate with the parents of the students in the language that they are comfortable with. This helps make the educational community spread beyond the bell. Another thing that the title helps uphold is that the district must provide services that are served as alternate language programs in order for the students to develop an adequate understanding of the English language for them to be successful. Alongside the title there is a handbook that has additional support for students in the EL population; this handbook is called De Queen School District, Handbook of Policies and Procedures for Teaching English to Speakers of Other Languages (DQSD ESL Handbook). Amongst copious amounts of additional support, guidelines, and information, within the handbook it reads, “that all students who are ELL will be provided with “an English Language Acquisition and Academic Plan designed to promote their growth in English Proficiency and core content subject areas” (www2.gov). It can be recognized that with the establishment of Title VI that there have been set in place many support factors for

EL students as noted, there are so many more that can be unraveled as well to further the discussion to help justify the claim of Title VI being one of the most important legislations in the academic setting if not the most important of all. The importance of Title VI should not be understated, because of how influential it is and has been for major events in the educational world such as the Castaneda v. Pickard Case. the case in short can be read as, “Mexican-American children and their parents claimed that the district was discriminating against them, because of their ethnicity. They argued that classrooms were segregated using a grouping system based on racially and ethnically discriminatory criteria” (web.stanford.edu). Without the previously legislated Title VI, the outcome of this trial could have been very different. The outcome of the case being that schools are required to take certain actions for students that do not consider english as their first language. The final ruling was in favor of the school district stating that the independent school district did not violate the rights of the students, but the outcome could have strayed towards a much different result. After the hearing, the school district being required to supply accommodations for ELL students can be seen as a stepping stone towards the right idea for school districts nationwide. It can also be noted that with the help of Title VI that no such district changes would have been implemented because the title highlights proper outlines as to how students of the EL population should be treated: as equals and with the court hearing that happened to become closer to a reality. Title VI, although not always the most recognized educational legislation, still upholds the most important of responsibilities for schools, to make all students feel like equals no matter their background, race, or national heritage. Title VI flows into the jurisdiction of many educational court hearings: ones like the Castaneda v. Pickard case, and other cases that might have not been able to have had beneficial outcomes to the overall hearing if not for Title VI. Therefore, Title VI

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