Consent Decree Activity : A Child 's Teacher For The Year

On this momentous occasion, President Barack Obama signed into law the Every Student Succeeds Act (ESSA) of 2015. This measure was meant to reauthorize the Elementary and Secondary Education Act (ESEA) of 1965 that was introduced during President Lyndon B. Johnson’s Great Society Reform. Most importantly, for Americans, it replaced the No Child Left Behind Act (NCLB) instituted during the presidency of George W. Bush. The Every Student Succeeds Act was touted by lawmakers for returning power back to the states by taking a more flexible approach to student testing and school accountability. This measure is a step in the efforts to return American to its place as a leader in education worldwide, but this bill is not without its pundits as well.

“The NCLB law­—which grew out of concern that the American education system was no longer internationally competitive­­—significantly increased the federal role in holding schools responsible for the academic progress of all students. And it put a special focus on ensuring that states and schools boost the performance of certain groups of students, such as English-language learners, students in special education, and poor and minority children, whose achievement, on average, trails their peers.” (Klein). In 1965, ESEA (Elementary and Secondary Education Act) was introduced by President Lyndon B. Johnson’s Great Society Program to create a clear understanding of the Federal Government in K-12 school policy, which provided more that $1 billion

The national government has been helping to improve and regulate education since 1965 when they passed the Elementary and Secondary Education Act (ESEA). The main purpose of this act was to help America's disadvantaged students that lived in poverty. The ESEA helped improve education from grades k-12 across the United States for thirty six years. When Congress approached the same program in 2001 it was reauthorized and

The elementary educators both viewed the strengths of the program as flexibility to servicing the students, and being able to work with students in small groups. The middle school teacher thought that the participation of the general education teachers in the program was a definite strength. Among the weaknesses, teachers thought scheduling was difficult, and there is not enough staff to service the students. Also, teachers thought it was difficult to provide consistency of services and communication throughout all the buildings in the district. The middle school ELL teacher also noticed a lack of formal assessments and progress monitoring to help meet the changing needs of the students. The teachers’ goals addressed these weaknesses. They wanted to improve communication, and consistency of the ELL program, learn more about assessing Ells and ensure that the current ELL program moves forward. The elementary teacher also thought it was important to keep ELL students a priority even though our district doesn’t have many students who qualify. I also thought it was interesting that the middle school teacher also wants to provide general educations teachers with more support and guidance. I think that is a great goal that will help the students and the teachers!

In 1958, Congress passed the national defense education act to provide federal grants and loans for college stands and financial support for education in science and language

This act made improvements so that children were able to have more of a chance of being in mainstream school, it was also able to give parents more rights.

Civil Rights Act 1964. Title VII § 7, 42 U.S.C. § 2000e et seq (1964).

A few of the court cases and acts that changed the way for ELL students are Bilingual Education act (1968), Serna v. Portales Municipal Schools (1972), Lau v. Nichols (1974), Equal Educational Opportunities Act (1974), and Flores v. Arizona (2008). The Bilingual Education Act (1968) also known as Title VII, was establish to provide funding to educational programs, teacher training, development of instructional materials, and promotion of parent involvement. This act was created to prove that money should not be an issues when educating ELL students. The case of Serna v. Portales Municipal Schools (1972) helped get more get more Spanish speaking teacher into classrooms to help ELL students and develop more bilingual lesson plans. This case showed

In 1862, this act gave public land to state governments to sell. The money was to be used to finance public education. This led to the formation of many state schools and colleges.

When it comes to legal obligations for students that are English language learners, every student violated supposed to have equal access to their education. It was mentioned that in the year of 1970 the federal Office for Civil Rights, distributed a letter to all school’s districts mentioning that all school districts must offer services to students who are English language learners (Office for Civil Rights ,2006). After the ruling of Lau v. Nichols was pass, the congress passed an act called Equal Educational Opportunity Act (EEOA). The act is based upon that all children must have equivalent educational opportunities. This is important for the reason that each student should be treated equal and it does not matter if they are familiar with the English language. Every student should have the right to a proper education and nobody should be discriminated upon.

The ESEA Act of 1965 was enacted to offer equal educational opportunities to children from low income students with the help of Title 1 being the largest source of funding. With the help of Title 1 the schools would be able to provide supplemental services to these children. In Contrast, The NCLB Act requires states to use standardized test to test students in reading, math and science to see if academic progress is made and the students are proficient in grade level of these subjects. The NCLB Act also focused on eliminating socioeconomic and racial differences providing quality education to all students of America regardless of ethnic, socioeconomic and racial background. Whereas the ESEA Act only focused on low income family students, the NCLB Act included low- income students, students with disabilities, major racial and ethnic groups and English language learners by providing test results to show improvement and that each student reach the appropriate grade level performance. (Thomas & Brady, 2005, p. 51-56). Furthermore, A blueprint for Reform: The Reauthorization of the ESEA differed by focusing on “moving from a punishment based system to a system that rewarded students and teachers for excellent teaching and student growth” (Woolfork, 2014, p.X). In Comparison, all of these educational policies have the same goal which is to improve the educational experience of students in all areas and populations. These policies help with the effectiveness of teaching learning

Due to the fact that the lack of Title VI funds means very little to private schools, the government agencies have very little control of discrimination in those schools. In these situations there is no action that can be taken by the government, and many schools abuse that power. Although not enforced by law, these schools must also take into consideration the needs of their students. Law alone should not dictate the need for programs to help students. At private schools the decision rests on the school officials, while at public schools the decision is made based on funds. Even without the legal punishment of discriminating, private schools must make the most ethical decision for their school. The two types of schools have the same decisions to make, with two different sets of ethics in question. At private schools, the most ethical decision may be not offering ELL classes, in order to designate those funds to a program that could benefit their students better. Overall, schools must make the decision while calling to mind the ethics of the situation and while thinking of the best solution for their

It was designed to level the playing field for all students so all students had the chance to succeed. It’s main goal was by a certain year all students in America would be proficient on standardized testing and their would be no schools that would “need improvement” (Lee, Andrew M.I.). This obviously has not worked due to the fact that there is still a great portion of schools and students that are not proficient and are in need of help. If schools are not up to the level they have the possibility to be closed or have a new leadership team take

In order to address how and why agenda setting of the No Child Left Behind Act (NCLBA) came about, it is important to begin with addressing the education situation of 1965. According to McGuire (2008), the Congress passed the Elementary and Secondary Education Act

In January 2002, President George Bush’s education reform act titled No Child Left Behind (NCLB) became the law of the land. The intent of the law was to close the achievement gap between low performing students and high performing students. In most cases, students who were not meeting educational targets were from economically disadvantaged families, minority groups, or English Language Learners (ELL). These characteristics describe the Sanger Unified School District in California’s Central Valley, where 82 percent of the district’s students were poor (Smith, 2012). Like many school districts challenged to find ways to meet the criterion of NCLB, Sanger Unified implemented the