Defining Educational Benefit: An Update on the U.S. Supreme Court’s Ruling in Endrew F. v. Douglas County School District (2017)

2020 ◽  
Vol 52 (5) ◽  
pp. 283-290
Author(s):  
Mitchell L. Yell ◽  
David Bateman
Keyword(s):  
School District ◽  
Educational Benefit ◽  
The U.S

Moving beyond Brown: Race and Education After Parents v. Seattle School District No. 1

2011 ◽  
Vol 113 (4) ◽  
pp. 735-754 ◽  
Author(s):  
Jamel K. Donnor
Keyword(s):  
Public Schools ◽  
School District ◽  
Supreme Court ◽  
Students Of Color ◽  
Global Economy ◽  
Community Schools ◽  
Policy Makers ◽  
Educational Advancement ◽  
Quality Learning ◽  
The U.S

Background By a 5–4 margin, the U.S. Supreme Court in Parents Involved in Community Schools v. Seattle School District No. 1 declared that voluntary public school integration programs were unconstitutional. Citing the prospective harm that students and their families might incur from being denied admission to the high school of their choice, the Supreme Court declared that the plaintiffs, Parents Involved in Community Schools (PICS), had a valid claim of injury by asserting a interest in not being forced to compete for seats at certain high schools in a system that uses race as a deciding factor in many of its admissions decisions. Purpose The goal of the article is to discuss how conceptions of harm and fairness as articulated in Parents Involved in Community Schools v. Seattle School District No. 1 privilege the self-interests of White students and families over the educational needs of students of color. Research Design This article is a document analysis. Conclusions By referencing the Brown v. Board of Education of Topeka decision of 1954 (Brown I) to buttress its decision, the U.S. Supreme Court has determined that programmatic efforts to ensure students of color access to quality learning environments are inherently ominous. The dilemma moving forward for policy makers and scholars concerned with the educational advancement of students of color is not to develop new ways to integrate America's public schools or reconcile the gaps in the Supreme Court's logic, but rather to craft programs and policies for students of color around the human development and workforce needs of the global economy.

In Search of Religious Liberty

2020 ◽  
pp. 99-120
Author(s):  
Bruce J. Dierenfield ◽  
David A. Gerber
Keyword(s):  
Twentieth Century ◽  
School District ◽  
Supreme Court ◽  
Constitutional Law ◽  
Catholic School ◽  
Public School District ◽  
Civil Libertarian ◽  
Lemon Test ◽  
Essential Service ◽  
The U.S

This chapter discusses the origins of the Zobrests’ lawsuit against their public school district in Tucson, which refused on constitutional grounds to pay for Jim’s sign language interpreter in a Catholic school. For the Zobrests, federal disability laws and the First Amendment’s Free Exercise Clause entitled Jim to have this essential service. What follows is an analysis of the zigzag line of thinking employed by the U.S. Supreme Court as it grappled with church-state issues in the twentieth century prior to its consideration of the Zobrest case. For years, two titans of constitutional law—Catholic neoconservative William Bentley Ball and civil libertarian Leo Pfeffer—battled over what was legally permissible with regard to freedom of religion. Ultimately, the court enunciated a controversial Lemon Test to address this thorny area of its jurisprudence.

A districtwide commitment to arts integration

2017 ◽  
Vol 98 (7) ◽  
pp. 29-33
Author(s):  
Eileen Mackin ◽  
Robert Mackin ◽  
John Obremski ◽  
Katherine McKie
Keyword(s):  
School District ◽  
Visual Arts ◽  
Middle Grades ◽  
Arts Integration ◽  
Department Of Education ◽  
School Systems ◽  
Regular Instruction ◽  
New Model ◽  
The U.S

Like many school systems in economically stressed parts of the country, the Everett, Mass., school district had cut back on arts instruction over the years, to the point where most students were getting only a single art class per week. But since 2013, and thanks to a grant from the U.S. Department of Education, Everett has designed and implemented a new model of arts integration in its elementary and middle grades, providing teachers with intensive support and coaching to help them combine their regular instruction with serious lessons in theater, the visual arts, design, and more.

Endrew F. v. Douglas County School District (2017): The U.S. Supreme Court and Special Education

2017 ◽  
Vol 53 (5) ◽  
pp. 321-324 ◽  
Author(s):  
Angela M. T. Prince ◽  
Mitchell L. Yell ◽  
Antonis Katsiyannis
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Public Education ◽  
School District ◽  
Supreme Court ◽  
Students With Disabilities ◽  
Free Appropriate Public Education ◽  
Disabilities Education Act ◽  
Education Act ◽  
The U.S

On March 22, 2017, the U.S. Supreme Court announced its decision in Endrew F. v. Douglas County School District. This case addressed the question how much educational benefit are public schools required to provide to students with disabilities under the Individuals With Disabilities Education Act (IDEA) to confer a free appropriate public education (FAPE). The purpose of this legal update is to provide a brief overview of court developments regarding FAPE, summarize Endrew, and provide implications for practice.

Systematic Progress Monitoring of Individualized Education Program Goals in Mathematics

2021 ◽  
pp. 105345122110326
Author(s):  
Megan Rojo ◽  
Maryam Nozari ◽  
Diane P. Bryant
Keyword(s):  
School District ◽  
Education Program ◽  
Mathematics Instruction ◽  
Systematic Approach ◽  
Progress Monitoring ◽  
Individualized Education Program ◽  
Individualized Education ◽  
Student Progress ◽  
Educational Benefit ◽  
Curriculum Based Measures

The review of Endrew F. v. Douglas County School District case revealed that an individualized education program (IEP) requires inclusion of specific measurable goals to ensure educational benefit. The purpose of this article was to provide a systematic approach to progress monitoring IEP goals in mathematics, which monitors whether a student is benefiting from the mathematics instruction being provided. Using curriculum-based measures (CBM) is discussed as a feasible tool for monitoring the progress of students and creating specific measurable IEP goals. The article includes step-by-step strategies and guidelines for teachers to collect CBM data, create strategic IEP goals, and evaluate student progress.

Reimbursing Parents for Unilateral Placements in Private Special Education Schools

1986 ◽  
Vol 52 (4) ◽  
pp. 390-394 ◽  
Author(s):  
Steven S. Goldberg
Keyword(s):  
Special Education ◽  
School District ◽  
Education Program ◽  
Educational Program ◽  
Public Law ◽  
Unilateral Action ◽  
Legal Questions ◽  
Special Education Program ◽  
The Law ◽  
The U.S

When parents placed their child in a private special education program without school district approval, two legal questions arose: Does Public Law 94–142 prevent parents from taking unilateral action? May they he reimbursed for private programs? In Burlington, the U.S. Supreme Court held that the law does not bar parents from making unilateral placements, but they may be reimbursed only if the private educational program is eventually approved through the appeal procedures set forth in the law.

Mexican Immigration and the Port-of-Entry School

1989 ◽  
Vol 23 (1) ◽  
pp. 3-23
Author(s):  
Reynaldo Baca ◽  
Dexter Bryan ◽  
Clair McLean-Bardwell ◽  
Francisco Gomez
Keyword(s):  
School District ◽  
Immigrant Students ◽  
School Entry ◽  
Immigrant Parents ◽  
Mexican Immigrant ◽  
Immigrant Student ◽  
Research Issues ◽  
Occupational Expectations ◽  
Educational Backgrounds ◽  
The U.S

The results of an immigrant student census in a port-of-entry school district are used to describe the educational backgrounds of Mexican immigrant students and to distinguish types of Mexican immigrant students by school entry patterns. Interviews with recently arrived Mexican immigrant parents reveal the educational and occupational expectations they hold for their children in the U.S. The study findings are used as a basis for raising policy questions and generating research issues.

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