Foundation of education 12

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សាកលវិ�ទ្យា�ល�យវេវិវេ�� នWestern University

Subject: Foundation of EducationChapter 12: Providing Equal Educational Opportunity

Lecturer: Mr. Soeung SophaStudents: 1. Nhar Pranith

2. Rath Kuntheary3. Am Sophea Year IV, Semester I

Academic Year: 2013-2014

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Desegregation: Attendance by students of different racial

background in the same school and classroom.

integration: The step beyond simple desegregation that

includes effective action to develop positive interracial

contacts and improve the performance of low-achieving

minority students.

Desegregation

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A Brief History of Segregation in American Education

Slavery and the Constitution After the Civil War, the

Thirteenth ,Fourteenth ,and Fifteenth Amendment to the Constitution

attempted to extend rights of citizenship irrespective of race. During

Reconstruction, African Americans made some gains, but, after 1877,

legislative action segregated blacks throughout the South and in other

parts of the country.

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Separate, unequal schools In many cases, African American students

had to travel long distances at their own expense to attend the nearest

black school, and in many instances black senior high schools were a

hundred miles or more away from a black student’s home.

The Brown case Supreme Court was a case in which lawyers for Linda

Brown asked that she be allowed to attend white school in Topeka,

Kansas.

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Civil rights movement: after three civil-rights workers were murdered in

Mississippi, the U.S. Congress passed the 1964 Civil Rights Act and other

legislation that attempted to guarantee equal protection of the laws for

minority citizens.

Resistance to desegregation: this resistance took such forms as delaying

reassignment of African American student to white school, opening

private schools with tuition paid by public funds, gerrymandering

school boundary lines to increase segregation, suspending or repealing

compulsory attendance law, and closing desegregated school.

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The progress of Desegregation Efforts

Type of segregation

de jure segregation: segregation resulting from laws or

government.

de facto segregation: segregation associated with and resulting

from housing patterns.

Increasing segregation for Latinos: the percentages of African

American and Hispanic Students in Racially segregated public

schools increased since 1969 to 2007.

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Trend toward cessation: In the 1990s and 2000s, many school

districts ceased all o part of the segregation plans they had

introduced in previous decades.

Some urban districts had predominantly enrollment in all their

schools and it difficult or impossible to maintain desegregated

schools even with substantial student busing.

In some districts, courts ruled that the district had accomplished

enough to overcome discriminatory effects attributable to the

original constitutional violations.

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In other districts, public and school officials concluded that

desegregation efforts did little to actually help minority students.

In 2007, supreme Court ruled that school districts could no longer

use race as the sole or major factor in devising a desegregation

plan.

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Desegregation plansComponents of desegregation plans to accomplish desegregation usually

involve one or more of the following actions:• Alter attendance areas to include a more desegregated population.• Establish magnet school-school that use specialized programs and

personnel attract student throughout a school district.• Bus students involuntarily to desegregated school.• Pair school, bringing two school in adjacent areas together in one

larger zone.• Allow controlled choice, a system in which students may select the

school they wish to attend as long as such choice does not result in desegregation.

• Provide voluntary transfer of city students to suburban schools.

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Emphasizing quality of instruction: for these end similar reasons,

desegregation plans in many big cities generally concentrate on

trying to improve the quality of instruction.

Magnet schools: the most frequently used themes include arts,

business, foreign language, health professions, international

studies, Montessori early childhood, science and mathematics, and

technology.

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Nonblack Minorities

What is a minority group?

Depending on regional and local circumstances and court precedents,

various racial minority group may not be counted as minority for the

purposes of school desegregation.

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Effects on Student performance and Attitudes

Importance of implementation: positive intergroup relationships develop

only if desegregation is implemented well and if educators promote

equal-status contact between minority and nonminority students.

Moral and political imperatives:

(1) resources were focused on attaining goals.

(2) administrative leadership was outstanding.

(3) parents were more heavily in the classroom.

(4) staff systematically promoted positive interracial attitudes

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Compensatory Education

Another aspect of our nation’s commitment to equal educational opportunity is the Compensatory education movement, which has sought to overcome ( that is, compensate for ) disadvantaged background and thereby improve the performance of low achieving students, particularly those from low –income families.

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The Elementary and Secondary Education Act ( ESEA ), passed in

1965, among other provisions immediately provided $1 billion to

improve the education of economically disadvantaged children. The

moneys are known as Title I funds, named after the portion of the

ESEA that describes them. The federal government distributes the

funds to the states, which, along with school districts , identify

schools with sufficient disadvantaged students to receive a share.

Nearly $200 billion were spent on Title I between 1965 and 2009.

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Early Childhood Compensatory Education

Discouraging early results

During the first decade of compensatory education, most

interventions appeared to be relatively ineffective in raising

student achievement levels and cognitive development. Despite

the expenditure of billions of dollar per year, students generally

were not making long-range academic gains.

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Improved procedures and funding

The federal and state governments improved monitoring

procedures, required more adequate evaluation, and sponsored studies

to improve compensatory education. Some states also began to provide

additional money for compensatory programs. By the early 1980s,

research suggested that compensatory education in preschool and the

primary grades could indeed improve the cognitive development and

performance of disadvantaged students.

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Comprehensive Ecological Intervention Importance of early family environment

Educators face great difficulty working to overcome the

extreme disadvantages of students who grow up in poverty

neighborhoods. For this reason, policy makers and educators

increasingly support Ecological Intervention– comprehensive

efforts to improve the home and neighborhood environment of

young children.

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The No Child Left Behind Act

In 2001, Congress reauthorized the ESEA and Title I

established sweeping new requirements for all elementary

and secondary schools. The newest version of the law,

known as the No Child Left Behind Act ( NCLB ), has

affected not only schools that receive Title I funding, but

nearly all public schools.

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Challenging Standards and annual test Standards and Testing

States and school districts are required to develop challenging academic content

and achievement standards for all children in reading/language arts, mathematics, and

science, with the goal of having all students.

Students with Special Needs

States, districts, and schools must identify English Languages Learner ( ELL )

students and develop instructional benchmarks and a proficiency test to assess their

progress in learning English. Schools and districts must include both ELL students and

students with disabilities in the annual testing required of all other students.

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Adequate Yearly Progress

A key provision of NCLB is that all schools and districts must make

Adequate Yearly Progress ( AYP ) toward their 2013-2014 goals.

Schools and districts that fail to make sufficient progress are designated

as “ needing improvement ” . The school is identified as needing

improvement if the school as a whole or any disaggregated subgroup

has achievement scores below those the state government has

determined are required in moving forward to meet its 2013-2014

goals.

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Multicultural Education

Multicultural education refer to the various ways in which

schools can take productive account of cultural differences

among students and improve opportunities for students

with cultural backgrounds distinct form the U.S mainstream.

As a teacher, you should also be concerned with the larger

implications of multicultural education that make it valuable

for all students.

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Bilingual Education

Bilingual education means that instruction in their native language

provided for students whose first language is not English.

Bilingual education has been expanding in US public schools as

immigration has increased.

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Controversy over bilingual education

As in the case of teaching through dialect, argument erupt between

those who would immerse children in an English-language environment

and those who believe initial instruction will be more effective in the

native language.

First-language maintenance

Transitional bilingual education

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Conclusion for bilingual education

Claude Goldenberg reviewed much of the research and concluded that

“primary-language instruction enhances English-language learners’

academic achievement.

He also presented the following conclusions that he believes can be drawn

from multiple studies on instruction for ELL students:

1. If feasible, children should be taught reading in their primary language.

2. As needed, students should be helped to transfer what they know in

their first language to learning tasks presented in English.

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3. Teaching in the first and second languages can be approached similarly.

4. ELLs need intensive oral English language development, especially

vocabulary and academic English instruction.

5. ELLs also need academic content instruction, just as all students do;

although ELD is crucial, it must be in addition to—not instead of—

instruction designed to promote content knowledge.

Conclusion for bilingual education (Cont.)

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Education for Students with Disabilities

Special education: the education of children who have physical problems

or learning problems.

The basic requirements are as follows:

1. Children cannot be labeled as disabled or placed in special education

on basis of a single criterion such as an IQ score; testing and

assessment service must be fair and comprehensive.

2. If a childe is identified as disabled, school official must conduct a

functional assessment and develop suitable intervention strategies.

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Education for Students with Disabilities (Cont.)

3. Parents or guardians must have access to information diagnosis and may

protest decisions of school officials.

4. Every student eligible for special education services must be taught

according to an individualized education program that includes both

long-range and short-range goal.

5. Educational services must be provided in the least restrictive

environment, which mean that children with disabilities should be in

regular classes to the extent possible.

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Mainstreaming and inclusion

Mainstreaming: placing students with disabilities in regular classes fro

much or all of the school day, while also providing additional services,

programs and classes as needed.

Inclusion: educating students with disabilities in regular classroom in

their neighborhood school, with collaborative support services as

needed.

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Issues and Dilemmas

We focus on 4 issues or dilemmas that may have particular prominence

in the next several year:

1. Financial dilemmas: Schools must provide the services necessary to

help children with special need, for example: special assistance.

However, providing an optimal learning environment for students

with severe disabilities can be expensive.

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2. Standard and Assessment: How should special-education students

prepare for state testing? Many educators are concerned that

applying statewide standards may prove disastrous for learning

disabled and other students in special education.

3. Potential effects on nondisabled students: if school officials divert

substantial amounts of money from regular budgets to pay for

separate placements or special services for disable student, will the

classroom conditions fro nondisabled students suffer? Observers

disagree.

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4. What services should we provide for which students, where,

when, and how? Many issues we have discussed remain unresolved, for

example: to what extent should we make differing arrangements for

severely and mildly disabled students, to what extent should is it

desirable or feasible to provide regular classroom support services, such

as a sign language interpreter for deaf students or a nurse to assist

incontinent students.

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Suggested policies and guidelines for students with disabilities

Congress should provide more fund to help schools implement its

mandate

Legislation should require that teachers receive adequate training

State and school districts should find ways to quickly identify

classrooms or school were full inclusion or other arrangement are not

working well.

State should pass legislation to expedite quick removal from regular

classes of disabled students who are violent or extremely disruptive.

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School opting to pursue full inclusion should receive whatever

technical help is necessary.

Teachers and staff in inclusive classrooms should receive training and

support in using appropriate instructional strategies that will help all of

their students master basic and advanced learning skills.

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Thanks for your attention!!!