Education
Parents, guardians, and students have the right to appeal any decision regarding grades, punishment, denial of promotion to a higher grade, special needs, etc. Due process rights provide for appeal and a hearing, if necessary. Send a letter to your teacher or principal stating your claim. Agencies or organizations in your area may provide free legal representation. A student in public school may bring a claim if s/he believes there has been discrimination due to race or gender.
The Law and Policy Group, Inc. takes laws and policies relating to education and explains them to its constituency so that they are aware of the issues that can assist them and enrich their lives. Although there are many issues, the ones addressed here are: performance in schools, violence in schools, and some of the federal statutes that affect education. There are a number of websites that are listed for further information with regards to education.
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BUOYED BY US GLOBAL LITERACY CONFERENCE, UNESCO TO ORGANIZE REGIONAL VERSIONS
Building on the momentum of a United States-hosted conference on global literacy this week, the United Nations Educational, Scientific and Cultural Organization (UNESCO) will organize a series of high-level regional conferences during 2007 and 2008.
“These conferences will address specific regional challenges in literacy with
the aim of building cooperation among stakeholders and mobilizing resources for concrete interventions at country level...” For more information,
http://portal.unesco.org/en/ev.php-URL_ID=34815&URL_DO=DO_TOPIC&URL_SECTION=201.html
School Performance
Many schools from all over the country and the world, do not perform satisfactorily, a point that affects many students, but most significantly, minority students. Nationally, it appears that only 46% of students earn a diploma in the normal four years, and only 58% after seven years. This rate is consistent for Whites and Hispanics, however there is a gap among African Americans, with 84% nationwide completing their diploma within seven years compared to only 66% of students in New York City.[1]
Therefore, it would appear that there are discrepancies that significantly affect our area of New York City, where for example the following statistics show some of the problems: for example, in New York there are 105 schools on the state=s chronically failing school lists, all but eight of which are in New York City. Also in New York City: less than 29% of the schools have at least 30% of the students reading at the appropriate level; less than 50% of the schools have at least 40% at that level; and less than 10% of the schools have more than 70% of their students reading at that level.[2]
Additionally, for those going to college, they may find that high school does not prepare them for continuing education, at least not to the extent that is needed. While some of this may be related to student apathy or nonchalance, it still remains an issue that must be addressed. Possibly the courses should be required and therefore, those who do graduate, would be equipped with the necessary background to continue their education, even if they decide to do so at a later time. Some statistical information in that regard is staggering: a 1997 survey by the Education Trust states that one-third of new college students had to take remedial courses in reading, writing or math, which was comprised of material that should have been learned in high school. Additionally, only about a half of nationwide school districts require students to study math beyond basic algebra and geometry B and 19 states have a requirement that students pass a test before receiving a high school diploma or other degree. It doesn=t help the situation that most colleges require that high school graduates have at least three years of science, including two in a lab science, however, most states don=t require a lab course at all. Finally, students often do not get practical experience reading documents, only literary or academic ones, unless they take a business course if that is part of the high school curriculum. [3]
Obviously, this is a disparity that cannot be ignored. While it may be difficult to ascertain and correct the direct cause of the disparity in each and every case, it should be noted that there is a need for reform in the area of education in the public school system. Not to be overlooked is parental or guardian guidance, student responsibility, and teacher contributions. The Law and Policy Group, Inc. has risen to the challenge by providing an outreach program to all children so that they may become familiar with the resources which will allow them to achieve academic success, regardless of their situation in life. Law and Policy Group, Inc. believes in the power of the individual, supported by family, teachers and others, to use his/her unique gifts in order to make a difference in their future. They continue to assist those that are struggling in the education system to be proud of their contributions and the resources available to them.
To read more on school and school performance, look at http://www.ncpa.org/pi/edu/edu8.html
and http://www.ncpa.org/pi/edu/edu9.html
Also check out the websites below.
School Violence
The Department of Education did a survey several years ago which compiled reported crimes in public schools. They used 1,200 school in all 50 states and the District of Columbia, and found that 57% of schools reported to authorities incidents of fights without weapons, theft, larceny and vandalism; also, that only in 10% of the schools, serious violence was reported B such as rapes, sexual assaults, robberies and fights with weapons. The 10% figure rose to 20% among middles and high schools. [4]
Obviously, the impact on students is great, from missing school to even greater effects when serious violence was committed on them, or even to a fellow student. Over the years, there has been awareness of the issue of violence and many seminars are given to show students that violence is not an answer. Some pf these programs have been successful in lowering the amount of violence by showing students the value of tolerance, compassion, problem solving, and helping them to deal with anger in a non-violent way. Most schools have instituted zero tolerance for violence at schools, especially when it is related to guns and drugs. This is a valuable tool which could impact on the issue of violence in the schools and lessen it. If this is not taught to children in the home, they will not learn it on their own and must be shown the way to live peaceably with one another. Unfortunately, with the additional influences of violence on television and in the movie industry, it is difficult to impress children that there is a more level-headed, just and peaceful solution to problems. Included in this concept is the idea that in diverse student bodies, there must be a way for people to communicate without resorting to violence.
The Law and Policy Group, Inc. champions a non-violent approach to be established in the schools and in the life of the student. The outreach programs stress the ideals of tolerance, respect for others, and communication. In many ways, the students and others are brought to see the effect of positive communication in difficult situations, and how to channel anger out of the formula in order to see a better solution for all concerned. Where there is conflict there is an answer, where there is trouble, Law and Policy Group will be there to offer solutions that will resolve problems through peaceful means.
Federal Statutes related to Education
Family Educational Rights and Privacy Act
The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. ' 99.31) protects the privacy of a student=s education records. Schools must receive written permission from the student or guardian/parent in order to release any information from a student=s education record, some exceptions apply, for example: information sent to a school that a student is transferring to; organizations conducting certain studies for or on behalf of the school; appropriate officials in cases of health and safety issues, to name a few. To read about this statute, go to:
http://www.ed.gov/policy/gen/guid/fcpo/ferpa/index.html
No Child Left Behind
The No Child Left Behind Act of 2001 (NCLB) is a reform which is designed to overhaul the education system by allowing for greater support to children and their parents in the early years to that they get the resources they need for their future, in education and beyond. The Act will allow parents to receive information about their child=s school and their child=s progress so that they may assess it, along with the qualifications of the teachers. States are given flexibility under the program because they are given more resources with less red tape from the federal government so they are able to improve the education of their students by giving more time to the student=s needs.
Other useful websites regarding education and education issues and policies:
The Department of Education http://www.ed.gov.
The National Science Teachers Association http://www.nsta.org
The Internet Education Exchange http://www.iedx.org
Reading Program related to NCLB http://www.readingupgrade.com
Success Education system related to NCLB http://www.funeducation.com
Another useful website, EDC, which stands for Education Development Center, Inc., supports children and families by examining many issues on education from a research perspective, is found at: http://www.edc.org
[1] Joseph P. Viteritti and Devin Kosar, AState of the New York City Public Schools 2000,@ Civic Report No. 13, September 2000, Manhattan Institute, 52 Vanderbilt Avenue, Second Floor, new York, New York, 10017.
[2] Ibid.
[3] AP, AHigh Schoolers lack Math, Reading Skills for Jobs or College,@ Washington Times, December 10, 1999.
[4] Maria Puente, ASurvey Studies Crime at Public Schools,@ USA Today, March 19, 1998.