Education: Federal Rights and Racial Equity, Adequacy, and Standards in K-12 Education.

Autor/inn/en	Fine, Lisa R.; Hsu, Tina P.; King, Kristen G.; Janow, Joshua D.
Titel	Education: Federal Rights and Racial Equity, Adequacy, and Standards in K-12 Education.
Quelle	(2003), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Standards; Accountability; Court Litigation; Educational Finance; Educational Quality; Elementary Secondary Education; Excellence in Education; Federal Legislation; Public Education; State Government; State Standards; Kentucky; Massachusetts; New Jersey; Texas + Suchen Sie Ihr Suchwort? Verantwortung; Rechtsstreit; Bildungsfonds; Quality of education; Bildungsqualität; Lernerfolg; Bundesrecht; Öffentliche Erziehung; Bund-Länder-Beziehung; Master-Studiengang
Abstract	This paper highlights the utility of the "third wave" of school equity cases that began to take shape subsequent to funding cases. These cases challenged the adequacy of public education systems, as measured not only by funding, but by educational content and other factors. The cases attempted to create a concrete mandate for an adequate education by adopting the lofty aims of the education clauses of state constitutions. The paper discusses the development of a theory that there is a right, derived from certain state constitutions, to an adequate education. It goes on to examine the standards used to evaluate the adequacy of education in public school systems to determine whether an "adequate education" is being provided. Next, it looks at remedies adopted by different states to promote adequacy (Kentucky, Texas, Massachusetts, and New Jersey). It also notes the provisions of the No Child Left Behind Act of 2001, federal legislation that may provide parents and concerned third parties with additional tools to force failing school districts to take action to improve student performance, focusing on: state standards and testing; increased public awareness of school performance and parents' understanding of their children's performance; increased accountability; strengthening teaching methods and teacher quality; funding flexibility; and targeting underperforming schools. (SM)
Anmerkungen	Lawyers' Committee for Civil Rights Under Law, 1401 New York Avenue, N.W., Suite 400, Washington, DC 20005. Tel: 202-662-8600; Web site: http://www.lawyerscomm.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC