EDST 200 Rud

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EDST 200 - Rud LECTURE EIGHTEEN EDUCATIONAL LAW
AND PRACTICE IN THE 1960s
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• Historical Background
• Federal programs to address equal opportunity
• Head Start Early childhood education for
  underprivileged children ages 3-5.
• Peace Corps which although intended to aid
  other countries served as a model for the
  subsequent establishment of VISTA.
• VISTA (Volunteers in Service to America)
  volunteer corps to fight poverty in the States.

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• The impact of the Cold War and Sputnik on Federal
  Legislation on Education.
• 1965 Elementary and Secondary Education Act.
• 1966 Elementary and Secondary Education
  Amendments.
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• Chapter I and Chapter II to strengthen and
  improve educational opportunities in schools in
  poor communities
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• Civil Rights Act of 1964, Title VII prohibited
  discrimination.

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• Handicapped Childrens Early Education Assistance
  Act, 1968.
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• Bilingual Education Act, 1968 originally focused
  on low-income learners whose first language was
  not English. Funds provided for pre-service and
  in-service training of teachers for these
  programs.
• Title IX Educational Amendment, 1972 No person
  shall be excluded from participation in or
  subject to discrimination in education, jobs,
  rights, and status based upon sex.
• Indian Education Act of 1972 and 1974 amendments
  bilingual and bicultural enrichment programs,
  reading programs, guidance services,
  transportation, parental involvement, teacher
  training.

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• Studies supporting federal programs for
  disadvantaged children
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• Daniel Moynihans study of African-American
  matriarchal households.
• Psychological studies on the deprived children,
  especially correlation of low IQs with
  deficient home backgrounds.
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• Deutsch found that poor children typically have
  a lower IQ.

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• Jensen (1969) attributed such differences to
  genetics. Jensen thought that white children used
  more conceptual and abstract thinking and poor
  children used more associative thinking.
• Numerous studies on reading and dialect. Counter
  studies on the language bias of such tests, i.e.,
  that African American children understood
  concepts but not the language.

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• Four themes of disadvantaged from 1950-1990s
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• Culturally Deprived (1950s 1960s)
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• Problems exist in home and community the idea of
  deprived homes, areas, and of emotional
  deprivation.
• Anthropologist Havighurst (1965) discussed
  aspects of what it meant to be socially
  disadvantaged.
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• Family characteristics, such as not exposing a
  child to elaborated language and not
  establishing expectations for school success.
• Personal characteristics, i.e., visual or
  auditory problems, or inferior judgment of
  time, numbers, and other basic concepts.
• Social group characteristics, such as low
  socioeconomic status or membership in a minority
  group that has experienced discrimination.

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• Educationally Deprived Problems exist in the
  school
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• Baratz Baratz argue that children are
  culturally different not deprived. Schools do not
  build on these differences, on the students
  strengths.
•  Sociologist Valentine argues that the
  cultural-deficit and cultural-difference models
  are both wrong, as poor African Americans often
  possess a richer repertoire of life styles than
  their middle-class counterparts.

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• At Risk Definitions
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• McCann and others refer to students who may not
  succeed in educational goals because of lack of
  skills, knowledge, or dispositions.
• By focusing on characteristics, the issue of
  whether the problem is due to the family, home,
  or school is avoided, as students typically have
  problems due to all of the above. However, at
  risk and minority often become synonymous.

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• Youth as a Disadvantaged Population
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• Include all youth who may not achieve their
  potential. Educational and social institutions
  need to work more with youth (i.e., Coleman,
  Carnegie Reports).
• Well-being of youth has declined, i.e., increase
  in drugs, gangs, sexual activity, drug and
  alcohol use. Also many youth have little time
  with their parents (latchkey children), so
  families have been weakened.

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• Present Indicators of Disadvantage
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• Race Ethnicity
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• Lower reading and math test scores of Latino and
  African American children.
• Higher dropout rate.
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• 2. Poverty Status
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• Economic status and educational achievement
  significantly linked.
• Also a strong correlation between poverty and
  performance on standardized tests.

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• Family Composition
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• Long-term poverty occurs more often in single
  parent households.
• Children in single-parent families twice as
  likely to drop out than children from two-parent
  families.
• Minority children more likely to live in a single
  parent household.

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• Mothers Education
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• Mothers role in creating an educational
  environment in home has traditionally been
  significant.

• Language Background 
• Limited English proficiency affects test scores.
• Difficult to know the number of limited
  English-proficiency students because of schools
  self-reporting.

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• Changes in Legal Concepts Regarding Students
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• The erosion of the doctrine of in loco parentis,
  particularly in colleges, universities, and to
  some extent in high schools
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• Meaning of the term in loco parentis.
• History of the term.
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• Reasons for the erosion of the concept
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• The Vietnam War.
• Eighteen-year-olds fighting and dying in the War.
• The Tinker Case (i.e., the black-armbands
  case). Students do not lose their Constitutional
  rights when they enter the schoolhouse door.
  Discuss.
• d. 1971 Twenty-Sixth Amendment to the U.S.
  Constitution giving 18-year-olds the right to
  vote.