Education In Education

In 2002, the Supreme Court ruling of the case of Zelman V. Simmons-Harris stated that it was not a violation of the Establishment Clause to provide scholarships for some students to attend private or parochial schools.  This ruling had a subsequent impact on the development of S1872, also known as the Opportunity Scholarship Act. This act allowed for vouchers to go to private or religious schools. Changes from S1872 resulted in an almost $1 billion dollar revenue loss for school funding by the end of its fifth year (NJEA, 2011).  In addition to the government revenue lost, a 100% tax credit is given to companies who donate to these funds thus losing additional revenue.  The children given these scholarship vouchers are children from targeted failing school areas, which then result in that already failing district to lose additional weighted funding for those children.

In 1991 the Public Law 94-142, the Education for All Handicapped Children Act was replaced by the Individuals with Disabilities Education Act. This law was passed to provide free and appropriate public education to every child with a disability. It requires that each child with a disability “have access to the program best suited to that child’s special needs which is as close as possible to a normal child’s educational program” (Martin, 1978). The Individualized education program (IEP) was developed to help provide a written record of students’ needs and procedures for each child that receives special education services. The IEP will list all the services to be provided, the student's performance level, academic performance, and

In this passage of No Child Left Behind, Congress reauthorized the Elementary and Secondary Education Act (ESEA), the principal federal law affecting education from kindergarten through high school. In amending ESEA, the new law represents a sweeping overhaul of federal efforts to support elementary and secondary education in the United States. This new law focuses on policy and distribution of funds to public schools. Most federal funds under NCLB are distributed to school districts whose populations that are representative of lower economic levels and culturally diverse populations, which consists of African Americans, Native Americans, Asians, and Latinos. Proponents of the No Child Left Behind Act claim that its mission is to diminishing the achievement gap by holding school districts and states accountable, encouraging the use of more flexible educational approaches, and supporting parent’s rights to school choice

This is a federal law that was established to protect the rights of individuals with disabilities in programs and activities that receive Federal funding from the United States Department of Education. This section explains the Rehabilitation Act of 1973 by referencing that an individual with a disability cannot and should not be excluded from participating in the activities of his/her interests that are funded by the Federal government. If an organization receiving federal funding does deny an individual with a disability(ies), he/she may file a complaint against the organization stating that the organization is discriminating according to Section 504 of the Rehabilitation Act of 1973. A school district can be reported as operating out

Arizona has failed to provide proper funding for education. This in turn has led to schools not having the proper tools necessary to help their students succeed. In fact, evidence shows that “Despite nearly 20 years of lawsuits that forced the state to provide more-equitable funding for poorer school district. the gap between "have" and "have not" districts is growing again” (Bob Ortega). Fortunately, there are solutions that can help with the Arizona Education Funding crisis.

The Individuals with Disabilities Education Act does provide funding for schools, as long as they comply with the six main principles of set forth in IDEA. The first principle states that every child is entitled to receive a free and appropriate education,

Public Law 94-142, the Education for All Handicapped Children Act of 1975, This law was an important one of the major pieces of legislation ever. It motivated states to provide education for any child with special needs and with high quality.. The necessities of the original law incorporated that:1- public agencies must certify that all children with special needs and related services assessed; 2- the child must receive multiple assessment for all education aspects; 3-(IEP) must be written for each child in special education, and children must learn with their nondisabled peers as much as can. In 1991, Congress reauthorized funds for special education programs such as (IDEA). Additionally to the mentioned requirements, I found

This controversy comes to an agreement of schools needing to be funded equally and efficiently. In “The Stealth Inequities of School Funding”, Rutgers university professor, Bruce Baker, analyzed the comparison of goals of state aid formulas and their outcomes. Although state aid formulas are constructed to endorse fairness and capability, they are producing the inequality and incompetence. Baker discovered this by examining how states distribute the funding they are given. States are giving the funding they receive to low-poverty stricken schools. With additional study, he finds that the balance of funding would be equalized if the money

There is a strong emphasis on providing equal opportunities for education. This includes both to minorities and historically disadvantaged groups, as well as to those with disabilities. The Equal Education Opportunities Act of 1974 provides that no state can deny an equal opportunity to education to any individual on the basis of race, color, sex, or national origin. Similarly, for children with disabilities, the Individuals with Disabilities Education Act establishes a process for evaluating student needs and providing for an education program tailored to that individual. Similarly, most states have their own supplemental laws expanding upon the educational rights of children with special needs.

A student receiving services as an entitlement is guaranteed to have a free and appropriate public education. This was set into motion after the Education of All Handicapped Children Act of 1975 was set into place. Students with disabilities were no longer discriminated against receiving a free and appropriate public education. Once a student either turns 21, receives a high school diploma, or gets a certificate of program completion, the student is no longer entitled to receive services. The student has transitioned into post-school, where they are not guaranteed to receive services. If the student decides to further their education, they must apply for services and get verified that they are eligible.

The Education for All Handicapped Children Act [Public Law 94-142] of 1975 was a law passed by Congress that enshrined the rights of U.S. children with disabilities to a free and appropriate public education individualized to meet their needs (Office of Special Education Programs, 2000). The Individual Education Program was established as part of Public Law 94-142’s current iteration, the Individuals with Disabilities Education Act [IDEA], to direct public schools to create Individualized Education Plans [IEP] for each student determined to have a disability and to be in need of services (Office of Special Education Programs, 2000). The most common categories of “disability” identified in IEPs are as follows: learning disabilities, speech and

This lack of government funding is an issue because most schools in middle class and lower class areas depend on this money to supply their students with necessities

The Education for All Handicapped Children Act (EHA) was amended in 1997 and is now known as the Individuals with Disabilities Education Act (IDEA). The amendments made in IDEA provide children and youth with disabilities access to a higher quality of education related services, ensuring all students the complete access to the most appropriate education within the least restrictive environment.

The Elementary and Secondary Act (ESEA) was passed by congress, exactly fifty years ago and was considered to be the Nation’s most important laws signed by Lyndon Johnson, in 1965. This act shaped education in these early years, evolving education to benefit all learners of gender, nationality and of different learning styles, which was considered in the past to be a disability. The Education and Secondary Act aided with special education centers and low income students funding, including federal grants for books to students eligible; this also incorporated scholarships for college students considered to be low-income students.

The sad reality of it all is that gross funding inequities continue to persist in the U.S and no one seems to be working steadily to rid this problem. When putting funding into education equity should be focused on rather than equality. According to the National Report card there are core fairness principles that must be followed to maintain equal opportunity. The 3rd principle states that the level of funding in a district should increase relative to the level of concentrated student poverty rate. Therefore state finance systems should provide more funding to districts serving larger share of students in poverty (Is School Funding Fair? 7). Examining the school district of Philadelphia one could see that this principle is not being followed. The No Child Left Behind Act was created in 2001 to ensure that no later than 12 years after 2001 (2013) all students will meet the states standards. The act