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Multicultural Education Timeline

Significant Events in the History of Multicultural Education

Significant Events in the History of Multicultural Education

M. Meiler

Wilmington

University

1954 – Brown v. BOE

1965 – Elementary and Secondary Education Act

1968 – Bilingual Education Act of 1968

1972 – Title IX of the Education Amendments of 1972

1990 – Individuals with Disabilities Education Act (IDEA)

2011 - NJ's Anti-Bullying Bill of Rights Act (ABR)

1954 – Brown v. BOE

1954- Brown v. BOE

Brown v. Board of Education of Topeka is arguably the most important ruling for Multicultural Education. In the Supreme Court case the justices ruled unanimously that racial segregation in public schools was unconstitutional. This case officially struck down the “separate-but-equal” idea for education. In the lawsuit, Oliver Brown argued that schools for black children including his 9-year-old daughter Linda were not equal and therefore, violated the 14th Amendment. The 14th Amendment includes an “equal protection clause.” The Supreme Court’s reversed the 1896 ruling in Plessy v. Ferguson that said racially segregated public facilities were legal as long as the facilities were equal (“Brown v. BOE,” 2020).

Significance

Significance of Brown v. BOE

Significance – The ruling of Brown v. BOE helped to fuel the Civil Rights Movement. The ruling did not immediately cause the full integration of schools. Many schools remained segregated for years after the ruling. The following year the court provided a second opinion that directed future cases to be heard a lower courts and called for desegregation to proceed “with all deliberate speed” (“Brown v. BOE,” 2020). The verdict in Brown v. BOE came down over sixty-five years ago and yet the nation’s schools are still largely unequal. Schools which serve lower socioeconomic areas continue to be unequal to schools in more affluent areas. The work to combat the racial inequalities in schools is not finished, but Brown v. BOE provided the start. This ruling was selected for the timeline since Brown v. BOE helped to pave the way for students to not only have equal education, but also for students to have a multicultural education.

Supplemental Resources

Supplemental Resources

The following are additional resources. Please click on the hyperlinks to proceed.

  • The road to Brown v. BOE - https://www.uscourts.gov/educational-resources/educational-activities/history-brown-v-board-education-re-enactment
  • Brown v. BOE Today - https://www.splcenter.org/news/2020/05/16/weekend-read-66-years-after-brown-v-board-schools-across-south-still-separate-and-unequal
  • Brown v. Board of Education of Topeka - https://constitutioncenter.org/interactive-constitution/educational-video/brown-v-board-of-education-of-topeka
  • Brown v. BOE Podcast - https://www.uscourts.gov/about-federal-courts/educational-resources/supreme-court-landmarks/brown-v-board-education-podcast

1965 – Elementary and Secondary Education Act

1965 – Elementary and Secondary Education Act

The Elementary and Secondary Education Act (ESEA) was part of the President Lyndon B. Johnson’s War on Poverty. The goal of the act was to improve educational equity for students from lower socioeconomic areas. The act provided federal funds to school districts who served these students (“The ABC’s,” n.d.). Since much of the funding for schools comes from property taxes schools in poorer areas typically receive much less funding since property values are much lower than affluent areas. This act helped to bridge the funding gap for schools in lower socioeconomic areas. The ESEA is the largest portion of federal spending on education (“The ABC’s,” n.d.). Schools who receive funding from the ESEA must prove they are providing an equitable education which meets the needs of all students (“The ABC’s,” n.d.).

Every Child Succeeds Act (ESSA)

Every Child Succeeds Act

(ESSA)

ESEA was reauthorized in 2015 and became the Every Child Succeeds Act (ESSA). The goal of the ESSA is still for all children to receive a high-quality education. The ESSA requires all students to be taught by effective teachers who utilized evidence-based instructional methods (Bicard & Heward, 2020). The ESSA also requires students to be assessed and their scores reported by subgroups to monitor student progress. The results of these assessments should have help educators identify where improvements need to be made (Bicard & Heward, 2020). The ESSA gave more control to the states to establish their own learning standards to ensure college and career readiness. The states are also allowed to select their own assessments to monitor student progress (Bicard & Heward, 2020).

Significance

The Elementary and Secondary Education Act (ESEA) brought education directly into the war on poverty. Funds from the act could be used toward professional development, instructional materials, educational program resources, and the advancement of parent involvement in education (Paul, n.d.). Title 1 was included as part of the ESEA. Title 1 is a program to distribute funds to school districts who serve a large percentage of students from lower socioeconomic statuses. Title 1 receives 5/6ths of the funds from ESEA (Paul, n.d.). The high school where I teach is a full Title 1 school. Title 1 funds support and supplement numerous school initiatives. The funds support our Achieve Beyond program, our tutoring program, and our Transition Project to only name a few initiatives. The Achieve Beyond program is attended by students working to rejoin their graduation cohort, fix credit status issues caused by chronic absenteeism, receive additional preparation to prepare for graduation testing requirements, and/or prepare for the rigorous academic requirements of high

School. The tutoring program is offered daily before and after school to assist students who are struggling in any subject. Finally, the transition project establishes a partnership between 9th grade students and the peer leaders of the school to ease the transition into high school. The 9th grade students meet with and participate in activities with their peer leaders once a month. This act was selected since the aim of the act was to improve the education quality for students from lower socioeconomic areas. The future of the United States is dependent on the educational success of all students especially students from the areas which the act targeted.

Supplemental Resources

Supplemental Resources

The following are additional resources. Please click on the hyperlinks to proceed.

  • Elementary and Secondary Education Act of 1965 - https://socialwelfare.library.vcu.edu/programs/education/elementary-and-secondary-education-act-of-1965/
  • The ABC’s of ESEA, ESSA and No Child Left Behind - https://educationpost.org/the-abcs-of-esea-essa-and-no-child-left-behind/
  • An Introduction to ESEA - https://all4ed.org/videos/intro-esea/
  • The Power of Yet (From Sesame Street’s celebration of the 50th anniversary of the ESEA) - https://edreformnow.org/accountability/esea-50th-power-of-yet/

Bilingual Education Act of 1968

1968 – Bilingual Education Act

The Bilingual Education Act (BEA) was signed into law by President Lyndon B. Johnson. The act provided for “compensatory education for students who were seen as economically and linguistically disadvantaged in schools” (Snyder & Varghese, 2020, p.180). The BEA is Title VII of the Elementary and Secondary Education Act of 1965. The main goal of the BEA has been “providing meaningful and equitable access for English language learners to the curriculum, rather than serving as an instrument for language policy for the nation through the development of their native languages” (Snyder & Varghese, 2020, p.180). Title VII provided funds for different types of programs across the US. Some of these programs included transitional bilingual education programs and two-way immersion programs (Snyder & Varghese, 2020, p.180). The BEA did not legislate a particular language policy or instructional method. The BEA also did not guarantee the rights of English language students based on language (Snyder & Varghese, 2020, p.180). These exclusions led to future court cases which broke down even more barriers for English language learners.

Significance

Significance

The BEA recognized that there were large numbers of children in the American education system who were not receiving an appropriate education. Students with limited English knowledge were being largely ignored by the system. Providing equal access to education for these students was not enough. The BEA devoted specific funds toward developing programs for these students. Later court cases challenged unequal access to educational opportunities because of the barriers faced by these students. States are not allowed to deny a free public education to immigrant children because of their immigrant status (Snyder & Varghese, 2020). Eighteen states including New Jersey where I teach currently have versions of the Dream Act, which allows undocumented students access to state-funded financial aid to attend college (Snyder & Varghese, 2020). The BEA opened many doors that would have remained closed for English Language Learners. Over the years, progress has been made to improve access to educational opportunities for English Language Learners. Multicultural education was enhanced by providing specific funds and guidelines for the education of English Language Learners.

Supplemental Resources

Supplemental Resources

The following are additional resources. Please click on the hyperlinks to proceed. YouTube videos are imbedded to the right.

  • Bilingual Education Act - https://www.k12academics.com/federal%20education%20legislation/bilingual-education-act#:~:text=The%20Bilingual%20Education%20Act%20(BEA,Speaking%20Ability%20(LESA)%20students
  • The Bilingual Education Act: Twenty Years Later - https://ncela.ed.gov/files/rcd/BE021037/Fall88_6.pdf
  • The Bilingual Education Act of 1968 l NHD Documentary - https://www.youtube.com/watch?v=CzTt_oLD1nc
  • The Bilingual Education Act of 1968: Creation & 1974 Expansion - https://study.com/academy/lesson/bilingual-education-acts-of-1968-1974.html

Title IX of the Education Amendments of 1972

1972 – Title IX of the Education Amendments of 1972

Title IX states that “no person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance” (Sadker, et al., p. 86). Every public school in the United States including many of the colleges and universities in the US are covered under Title IX. Title IX “prohibits discrimination in school admissions, counseling and guidance, competitive athletics, student rules and regulations, and access to programs and courses” (Sadker, et al., p. 86). Title IX also carries over to the workforce. Sexual discrimination is prohibited in “employment practices, including hiring and recruitment, hiring and promotion, compensation, job assignments, and fringe benefits” (Sadker, et al., p. 86).

Significance

Title IX is often discussed in relation to sports, but it helped women gain more access to education programs. Title IX paved the way to level the playing field for female students. Females were allowed access to courses that they had been barred from prior to Title IX. More women began to attend colleges and universities and are now the majority at those institutions. However, Title IX is not perfect. Some schools still create single-sex classrooms and even single-sex schools which failed to meet the guidelines of Title IX (Sadker, et al., p. 86). Women still are underrepresented in STEM courses and careers. Title IX continues to come up with many arguing that schools should protect transgender students from harassment, intimidation, and bias under Title IX (Mayo, 2020). Title IX gave females more access to educational opportunities than ever before. Title IX is essential for Multicultural Education to ensure all genders of all races have equal opportunities.

Supplemental Resources

Supplemental Resources

The following are additional resources. Please click on the hyperlinks to proceed. YouTube videos are imbedded to the right.

  • What is Title IX? - https://titleix.harvard.edu/what-title-ix#:~:text=Title%20IX%20is%20a%20federal,that%20receive%20Federal%20financial%20assistance.
  • Title IX turns 45 today. Its impact goes beyond women playing sports. - https://www.usatoday.com/story/college/2017/06/23/title-ix-turns-45-today-its-impact-goes-beyond-women-playing-sports/37433427/
  • Past Deadline: Changing Title IX (Breakdown) [Video Podcast] - https://www.youtube.com/watch?v=U8ZPNFj9HdM
  • New Title IX Regulation – Devos Video - https://sites.ed.gov/titleix/

Individuals with Disabilities Education Act (IDEA)

1990 – Individuals with Disabilities Education Act (IDEA)

In 1975, Congress passed the Education for All Handicap Children Act. In 1990, this Act was amended and renamed the Individuals with Disabilities Education Act (IDEA). The goal of IDEA is to “ensure the rights of students with disabilities to a free appropriate public education, including early interventions services, and to provide the necessary supports and oversights for states, districts, schools, and educators to improve the educational results for student with disabilities” (Bicard & Heward, 2020, p. 224). Schools must educate all children with disabilities. Students with disabilities must be evaluated fairly. Assessment of students with disabilities must be nondiscriminatory and multifactored. An Individual Education Plan (IEP) must be developed and implemented for each student with a disability. The education for students with disabilities must be paid for at public expense. Students with disabilities must be educated in the least restrictive environment (Bicard & Heward, 2020). Most schools provide students with disabilities a continuum of services. Roughly 4 out of 5 students with disabilities receive some of their education in a regular classroom setting with their nondisabled peers (Bicard & Heward, 2020).

Significance

Most importantly IDEA allowed students with disabilities to receive special education that was not available to them prior to the passage of IDEA. Many students with severe disabilities were educated for the first time. IDEA has improved the educational quality for students with disabilities with its requires of multifactored evaluations, IEPs, due process, and placement in the least restrictive environment (Bicard & Heward, 2020). Due process procedures were added to IDEA since minority cultural groups were disproportionately placed in special education programs (Bicard & Heward, 2020). In 2004, IDEA was renamed the Individuals with Disabilities Education Improvement Act (IDEIA). The updated version includes a stipulation for post-secondary goals as well as clarification for reevaluation and the criteria for IEPs (Renner, n.d.). This event was selected since it helped to pave the way for students with disabilities to have equal access to education. With every update, the act is strengthened and the education of students with disabilities is improved. This event was selected for the Multicultural Timeline since it ensures students with disabilities have equal access to education.

Supplemental Resources

Supplemental Resources

The following are additional resources. Please click on the hyperlinks to proceed. YouTube videos are imbedded to the right.

  • Learn The Law - IDEA - https://www.ncld.org/get-involved/learn-the-law/idea/
  • Individuals with Disabilities Education Act (IDEA): Analysis of Changes Made by P.L. 108-446 - http://www.yourchildmychild.com/congress/crs_report_rl32716.pdf
  • IDEA: Individuals with Disabilities Education Act: History and Summary - https://www.youtube.com/watch?v=3XMndYNEGFA&feature=youtu.be
  • The IDEA 40th Anniversary - https://www2.ed.gov/about/offices/list/osers/idea40/index.html

NJ's Anti-Bullying Bill of Rights Act (ABR)

2011 - NJ's Anti-Bullying Bill of Rights Act (ABR)

New Jersey’s Anti-Bullying Bill of Rights Acts is known as the Harassment, Intimidation, and Bullying (HIB) law. The law was enacted to strengthen how school districts prevent, report, investigate, and respond to acts of bullying. According to the law HIB is defined as “Any gesture or written, verbal or physical act or any electronic communication which is (i) motivated by any actual or perceived characteristic such as race,

color, religion, ancestry, nation origin, gender, sexual orientation, gender identity and expression, or disability, or any other distinguishing characteristic(s); and (ii) which takes place on school property, on a school bus, at a school sponsored or related event or even off school grounds in certain circumstances” (“FAQs Anti-Bullying”, n.d.). The act also stipulates “a. a reasonable person should know, under the circumstances, that the actions will physically or emotionally harm the student or damage the student's property, that the actions would place a student in reasonable fear of physical or emotional harm to his person or property; b. has the effect of insulting or demeaning the student or groups of students, or c. interferes with the student’s education, or is severe or pervasive enough that it causes physical or emotional harm to a student” (“FAQs Anti-Bullying”, n.d.).

Additional Information

Additional Information

New Jersey’s HIB law is one of the strongest anti-bullying acts passed in the country. Not all incidents that occur fall under the guidelines of the ABR, but the ABR provides schools with strict protocol to follow to investigate each incident to determine whether an incident is a HIB and once the determination is made swift action is taken by the school. Even if an incident is not considered a HIB infraction will be dealt with by the school.

Significance

Significance

The ABR protects all students in and out of school. The bill recognized that bullying can take place anywhere so it included bullying on and off school grounds. The bill also recognized that students need to be protected against cyber bullying. Cyber bullying across the United States had a dramatic increase with all of the technology that developed in the early 2000s. The ABR recognized the fact the bullies can essentially go home with the students through cyber bullying. The ABR ensures that victims of cyber bullying are protected. HIB data is reported by the schools each year. Every school is graded on their safety. Each school is required to have an anti-bullying specialist and safety team. Schools are also taking preventive measures with yearly trainings for staff on bullying and suicide prevention. Prior to the ABR bullying was defined as anything that caused harm to a student, but the law now defines bullying as “any action that creates a hostile school environment or infringes on a student’s rights at school” (“Factsheet,” n.d.). This event was selected for the Multicultural timeline since the goal of the ABR is to ensure all students have a safe learning environment.

Supplemental Information

Supplemental Information

The following are additional resources. Please click on the hyperlinks to proceed.

  • Harassment, Intimidation & Bullying (HIB) - https://www.state.nj.us/education/students/safety/behavior/hib/
  • FAQs: Anti-Bullying Bill of Rights Act (ABR) http://www.rpsd.org/UserFiles/Servers/Server_3126554/Image/HIB/FAQs%20Anti.pdf
  • The 10 Steps of the HIB Complaint and Investigation Process - https://www.hillsidek12.org/userfiles/324/my%20files/hib%20complaint%20and%20investigation%20process%20from%20njdoe%20(1).doc?id=590
  • Anti-Bullying Bill of Rights Act (ABR) and School Climate Presentation https://slideplayer.com/slide/6290114/

References

Bicard, S., & Heward, W. (2020). Educational equality for students with disabilities. In J. A. Banks & C. A. McGee Banks (Eds.), Multicultural education: Issues and perspectives (10 ed., pp. 217-239). Wiley.

Education Post. (n.d.). The abc’s of esea, essa and no child left behind. https://educationpost.org/the-abcs-of-esea-essa-and-no-child-left-behind/

FAQs Anti-Bullying Bill of Rights Act (ABR) n.d. Retrieved September 28, 2020 from http://www.rpsd.org/UserFiles/Servers/Server_3126554/Image/HIB/FAQs%20Anti.pdf#:~:text=New%20Jersey's%20Anti%2DBullying%20Bill,respond%20to%20incidents%20of%20bullying.

History.com. (2020, April 8). Brown v. board of education. https://www.history.com/topics/black-history/brown-v-board-of-education-of-topeka

Mayo, C. (2020). Queer lessons: Sexual and gender minorities in multicultural education. In J. A. Banks & C. A. McGee Banks (Eds.), Multicultural education: Issues and perspectives (10 ed., pp. 118-136). Wiley.

Garden State Equality (n.d). Factsheet: The anti-bullying bill of rights. https://njbullying.org/documents/FactsheetfortheAnti-BullyingBillofRights.pdf

Paul, C. (n.d.). Elementary and secondary education act of 1965. Social Welfare History Project. https://socialwelfare.library.vcu.edu/programs/education/elementary-and-secondary-education-act-of-1965/

Renner, R. (n.d.). The similarities & differences between idea and ideia. The Classroom. https://www.theclassroom.com/similarities-differences-between-idea-ideia-8397136.html

Sadker, D., Zittleman, K., & Koch, M. (2020). Social class and education. In J. A. Banks & C. A. McGee Banks (Eds.), Multicultural education: Issues and perspectives (10 ed., pp. 83-100). Wiley.

Snyder, R., & Varghese, M. (2020). Language diversity and schooling. In J. A. Banks & C. A. McGee Banks (Eds.), Multicultural education: Issues and perspectives (10 ed., pp. 174-197). Wiley.

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