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The Investigator met with Investigator Michael Dattilio from Hellertown Police Dept. 685 Main St. Hellertown, Pa. 18055 (610) 838-7040 in reference to Judge Tidd’s investigation. Dattilio explained that Tidd, acting as attorney for Adams Plumbing, wrote up an agreement on April 26, 2013. The agreement between Douglas Adams, owner of Adams Plumbing, and former employee, Stephanie Gail Molloy, who acknowledged by written statement, that she improperly took funds from Adams Plumbing when she was the office manager. The agreement determined that Molloy would repay $88,000 to Adams.
On November 7, 2000, 63% of Arizona voters approved the Arizona Proposition 203, also known as English for the Children: “ [this ballot initiative] would repeal the existing bilingual education laws and change the law to require all classes to be taught in English except that pupils who are classified as ‘English Learners’ will be educated through sheltered English immersion programs during a temporary transition period. ”(Bayless, Betsey). While the English immersion program is thought to be more effective, it may not be the most suitable or appropriate method of learning for most students; Arizona Proposition 203 introduces a new program with the purpose of providing students with the best English instruction but prohibits other methods such
148 & 163). The Elementary and Secondary Education Act of 1965 was an “updated version of the child benefit theory” where federal aid followed the poor child to open “educational opportunities” for them (p.148-149). Finally, federal aid was able to pass through Congress since the “race-religion deadlock” wasn’t an issue so much anymore, therefore the money was able to follow the poor child (Ravitch, p.148). The biggest and most obvious injustice still at that time, was the slow pace of school desegregation. So, when the Elementary and Secondary Education Act of 1965 had been passed it allowed Title VI to have actual power since it stated, “No person...shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance” (Ravitch, p. 162- 163).
Segregation of Mexican Americans from the dominant Anglo race has been around for many years. Since the Treaty of Guadalupe Hidalgo Mexican Americans have been treated like a second-class race facing racism and segregation. As a result, segregation in the education system affected Mexican American children. An increasing number of Mexican Americans across California led to an increase of Mexican children enrolling in schools. Author David James Gonzales (2017), explores the degrading school facilities Mexican students were assigned to.
The ruling in Plessy v. Ferguson established a legal basis for separate but equal practices nationwide. As a result of expanding de facto segregation, public services, including public education, began to adopt the discriminatory nature of “separate but equal.” The expansion of separate but equal practices in public schools has begun to compromise the quality of education and access to resources students of color receive. As we witness the impact of the Supreme Court’s decision unfold, it is important to consider how this legislation may impact the integrity of access to public
However, the Title VII of the Civil Rights Act of 1964 is a very important Law that provides protection against employment discrimination (Stewart & Brown, 2015). Besides, Title VII also prohibits any discrimination that is based on color, race, national origin, religion, and sex (Stewart & Brown, 2015). Some of the ethical issues are the fairness and diversity of the School District in the Lawsuit. The plaintiff’s in the case of Gittens verses School Board of Lee County believe they were discriminated based on their
Barrett, D. E., & Katsiyannis, A. (2008). The Seattle decision on race and public schools: Implications for special education. TEACHING Exceptional Children Plus, 4(6) Retrieved from http://escholarship.bc.edu/education/tecplus/vol4/iss6/art6 In the article, The Seattle Decision on Race and Public Schools” Implications for Special Education by David Barrett and Antonis Katsiyannis the authors give information on why Special Education shouldn’t be used to segregate kids of different races. The purpose of this article was to provide past historical information to support how special education should be implicated.
In 1974, Non-English speaking Chinese students filed a class action suit against the San Francisco Unified School District and Alan H. Nichols. The students stated that they were immersed in all-English classes with no accommodations or resources that enabled them to become proficient in English. The Supreme Court concluded that not providing instructional support or materials for non-English students is unacceptable. Moreover, the school district was not complying with Title VI of the 1964 Civil Rights Act, which prohibits institutions who are receiving federal aid to discriminate a person’s characteristics such as color, race, or national origin.
Jim crow laws were laws that separated the colored people from the non colored. The Jim crow laws stripped the colored people of their humanity and placed them below the colored people. In this essay i will be talking about how the treatment towards the colored people was highly unfair and inhumane. The colored people were treated unfairly and specifically judged on their appearance and their appearance only.
Societies are defined by many of their aspects, but perhaps one of the most distinguishable characteristics of any given society is the language spoken there. This fact carries over even to the United States of America. The United States is a vastly multicultural country. That being said, English is the dominant language of the land, and should be officially declared its national language.
Title VI helped to provide limitations and definitions connected to the federal and state law. A program for bilingual was brought up from the Title VI. After programs for bilingual students, this title brought up other plans to help with Native Hawaiian and Alaskan Natives to get opportunities for academic
Nearly every American speaks a dialect of English that varies from the dialect that is considered “correct,” or Standard American English (SAE); however, although dialects are entirely acceptable variants of English, some dialectal speakers experience increased prejudice and hardships due to their speech patterns, such as negative stigmas and intelligibility issues. A common hardship experienced by children who speak African American Vernacular English (AAVE), which is spoken by many African Americans, is increased difficulty mastering many literacy skills in schools. To explain, because AAVE differs in the syntax, phonology, semantics, and pragmatics from SAE, many children having difficulty mediating between the language system they are learning
Scarborough: Nelson Thomson Learning, 2001. “Language Laws in Canada,” u Ottawa, October 26, 2015, https://slmc.uottawa.ca/?q=leg_regul ation_17. McDevitt, D.J.. A.L. Scully. C.F. Smith.
Public Education and the Undocumented Immigrant Introduction Thank you all for being here this evening to discuss an issue in the public school system. Undocumented immigrants are entering this country every day and their children are being educated in our schools. A child of an undocumented immigrant, in this case, refers to one whose parents have entered this country without proper legal documentation (Bray, 2016). Undocumented immigrant children may or may not have been born in this country. Judicial Case
The Consent Decree (also known as the META or ESOL Consent Decree) of 1990 is Florida’s framework for compliance with federal and state laws and jurisprudence regarding the education of English Language Learners (ELLs) (Govoni & Palaez, 2011). The Florida ESOL Consent Decree came about when the League of United Latin American Citizens (LULAC), along with other civil rights/educational community organizations, decided to sue the Florida State Board of Education. The organizations were fighting for equal educational opportunity for all students, regardless of the individual’s primary language. Students in English for Speakers of Other Language (ESOL) program were not receiving an education that met their cognitive level because teachers in most schools were not properly trained to give ELL students an appropriate education. Teachers lacked the training to facilitate equal opportunity to the students.
