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Title VI of the 1964 Civil Rights Act
-In 1964, Congress passed the “Civil Rights Act”
-It prohibited discrimination on the basis of: race, color, and national origin for programs receiving federal funding.
Public funds could not be used to in “any fashion which encourages, entrenches, subsidizes, or results in racial (color or national) discrimination.”
-This was a key legislation, as it set equal rights as the law of the land.
-From then on all legislation and cases would attempt to stem from this foundation. -
The Bilingual Education Act of 1968
-The Bilingual Education Act of 1968 was an amendment to the Elementary and Secondary Education Act of 1965.
-It provided grants to school districts through a competitive process, for to support bilingual education programs.
-Before this, there was no federal educational policy for ELL’s.
-Originally only applying to students with Spanish surnames, it was amended numerous times to be more inclusive and directed.
-Since then it was reauthorized six times, and was in effect until 2002. -
Lau Vs. Nichols and Lau Remedies
In 1974 the Supreme Court ruled that “providing the same facilities, textbooks, teacher and curriculum” was not equal to students who do not have English language skills.
-In response the Office of Civil Rights created the Lau remedies, which applied to all school districts.The Lau remedies created procedures for 1. Identifying those in need, 2. Determining proper instruction, 3. Establishing when those students were ready to return to the mainstream classroom, 4. Determining the professional st -
English for Children AZ Prop. 203
-Prop 203 was a ballot initiative passed by 63% of voters in the state of Arizona.
-Prop 203 superseded existing bilingual education laws at the state level.
-ELL students are to be taught using almost exclusively English.
-One of three similar “English for Children” propositions (others passed in California and Massachusetts
-The most current applicable law regarding bilingual education in Arizona. -
No Child Left Behind
-Title III of NCLB requires that ELL’s receive both quality English language education and appropriate grade level academic content.
-In order to receive funding states must develop standards for English language proficiency, link those to the academic standards, and make sure the ELL’s progress is tracked over time.
-Local entities may choose the method of instruction for ELL’s
