Hearing on the Federal Enforcement of Equal Education Opportunity Laws: Hearing Before the Committee on Education and Labor, House of Representatives, One Hundred First Congress, First Session, Hearing Held in Washington, DC, November 28, 1989, Volum 4U.S. Government Printing Office, 1990 - 371 sider |
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Vanlige uttrykk og setninger
Adams Administration affirmative action agency appropriate areas Basis Bilingual Education Bilingual Education Act Chairman OWENS Choice civil rights enforcement civil rights laws committee complaint investigations compliance reviews conduct Congress corrective action Department of Education desegregation plans discriminatory education programs effective Employee Type ensure equal educational opportunities example federal filed Finding(s fiscal frames funds Grove City handicapped HAWKINS headquarters higher education Hispanic identified implementation institutions Issue(s issues jurisdiction language language-minority students letter of finding magnet schools MAJOR FINDING management review ment minority students monitoring NAACP November 28 OCR staff OCR's Office for Civil percent plaintiffs problems procedures protected group members race Race/National Origin racial racial segregation recipient recommendations regional managers regional offices remedies requirements response school districts Section 504 segregation SMITH staff report substantial technical assistance tion Title IX Title VI Title VII voluntary WILLIAM L
Populære avsnitt
Side 266 - Where inability to speak and understand the English language excludes national origin-minority group children from effective participation in the educational program offered by a school district, the district must take affirmative steps to rectify the language deficiency in order to open its instructional program to these students.
Side 281 - Basic English skills are at the very core of what these public schools teach. Imposition of a requirement that, before a child can effectively participate in the educational program, he must already have acquired those basic skills is to make a mockery of public education.
Side 332 - ... utilize criteria or methods of administration which have the effect of subjecting individuals to discrimination because of their race, color, or national origin...
Side 266 - Any ability grouping or tracking system employed by the school system to deal with the special language skill needs of national originminority group children must be designed to meet such language skill needs as soon as possible and must not operate as an educational dead-end or permanent track.
Side 263 - Congress hereby declares it to be the policy of the United States to provide financial assistance to local educational agencies to develop and carry out new and imaginative elementary and secondary school programs designed to meet these special educational needs. For the purposes of this title, "children of limited English-speaking ability" means children who come from environments where the dominant language is other than English.
Side 268 - Act (EEOA), which provided in part: "[N]o State shall deny equal educational opportunity to an individual on account of his or her race, color, sex, or national origin, by ... the failure by an educational agency to take appropriate action to overcome language barriers that impede equal participation by its students in its instructional programs.
Side 263 - ... (1) bilingual education programs; (2) programs designed to impart to students a knowledge of the history and culture associated with their languages; (3) efforts to establish closer cooperation between the school and the home; (4) early childhood educational programs related t< > the purposes of this title...
Side 281 - Under these state-imposed standards there is no equality of treatment merely by providing students with the same facilities, textbooks, teachers, and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education.
Side 281 - English language excludes national origin-minority group children from effective participation in the educational program offered by a school district, the district must take affirmative steps to rectify the language deficiency in order to open its instructional program to these students. 2. School districts must not assign national origin -minority group students to classes for the mentally retarded on the basis of criteria which essentially measure or evaluate English language skills...
Side 266 - No specific remedy is urged upon us. Teaching English to the students of Chinese ancestry who do not speak the language is one choice. Giving instructions to this group in Chinese is another. There may be others. Petitioners ask only that the Board of Education be directed to apply its expertise to the problem and rectify the situation.