(1966). Education Symposium on Urban Problems (Columbus, Ohio, December 13 and 14, 1966). This symposium on urban education and urban environment heard addresses by several state and city superintendents of education, a representative of HEW, the director of the NAACP, the president of the National Association of State Boards of Education, and a professor and columnist. Discussed were such topics as the leadership role of state education departments in urban education, the activities of the federal government, the problems and experiences of Cleveland, the issues of the organization of the teaching profession, and the drive for racial equality. Also included are remarks on state boards and the rule of these boards in urban problems. (NH)… [PDF]
(1961). IRI Background Facts: The Negro American; II. Desegreation in Education. The 1961 Federal government report "summarizes the historical origins of segregation as well as the major developments in the progress of desegregation of public education." For more up-to-date information on this report, see UD 008112. (NH)… [PDF]
(1978). Bakke and Beyond. A Report of the Education Commission of the States and the Justice Program of the Aspen Institute. Report No. 112. In this booklet, papers presented at a 1978 conference on the implications of the Supreme Court's ruling in the Bakke case are reprinted. The issue of the constitutionality of special admissions programs for minority applicants is considered and related policy problems facing educators and political leaders are examined. The future of admissions programs and the creation of sensible policies for professional school admissions are also discussed. The Bakke case is reviewed and explained from a historical perspective. Questions of educational due process, the validity of test scores as a measure of merit, and the socioeconomic biases of the admissions selection systems are explored. (WI)… [PDF]
(1975). Presentations for Parents, 1974-75. All but one of the articles contained in the book were presented, either verbatim or in expanded form, at a series of Parent Workshops conducted by the Mountain Plains Regional Center for Services to Deaf-Blind Children. Titles and authors include "Parents Are People" (J. Teske), "Swimming Pool Activities for Deaf-Blind Children" (C. Stone), "Development of Gross Motor Activities for Ambulatory Deaf-Blind Children" (C. Stone), "Swimming Program for Deaf-Blind Children" (R. Lodi), "Influencing the State Legislature–A Success Story" (R. Horning), "Communicating in the Family" (V. Weiss), "Sex Education and the Multiply Handicapped Child" (H. Fischer), "Normal and Abnormal Reflexes and Their Influence on Motor Behavior" (B. Evans, L. Summers), "Your Child Grows and Develops Through Play" (S. Smith), "Legal Rights of the Handicapped" (S. Zimmerman), and "Health, Life and Hospital…
(1974). Students' Rights: Issues in Constitutional Freedoms. The Analysis of Public Issues Program. This monograph examines the broad topic of student rights and focuses in turn on a number of related constitutional issues. Chapter 1 outlines some of the social changes affecting American education and briefly touches on many of the sources of school-based conflict. Chapter 2 deals specifically with the issue of school dress codes and efforts by school officials to control students' appearance. Chapter 3 examines students' rights to freedom of expression and the limits on those rights in the school setting. Chapter 4 discusses the right to privacy as it applies to students in school. Chapter 5 touches briefly on the issues of student freedom, school discipline, and students' constitutional right to due process. Chapter 6 reviews some of the social problems facing American schools and examines the philosophical issue of how much freedom is too much. The book is intended for possible use in secondary social studies classes and presents suggested student exercises and assignments. (JG)…
(1976). Comparative Strategies of the Black and "Chicano" Movements in Achieving Economic and Social Justice. Frequently references to spokesmen and issues of the Chicano movement for social and economic equality refer to prior experiences of the black American mass social movement. Through examining both mass social movements, it becomes obvious that exact comparisons are misleading. Numerous similarities in economic, social, and political suppression and exploitation have been experienced by both movements; but significant differences between the two movements make such comparisons inaccurate and misleading. First, linguistic and cultural differences are pronounced; second, different attitudes exist toward family structure and responsibilities; third, differences in attitudes of society in general have resulted largely from the historical distinction between a "conquered" people and a"captured" or "kidnapped" people. Effects of these differences justify unique remedies rather than merely adapting those techniques used to resolve black American needs as…
(1975). Women in 1974. This is a report on the legal, political and social status of women in the year1974. The report includes the laws passed by Congress for equal rights for women, laws for equal pay, amendments that provide for flexible working hours and childbearing leave for women; and some cases of job discrimination against women. Legal amendments to insure equality in education are reviewed. Discrimination in employment as well as inaccurate presentation of women in the news media are discussed, and legislation passed by the 93rd Congress is listed. Finally, a long appendix is included which has a list of women state legislators, women in congress, organizations supporting and opposing the Equal Rights Amendment, and other documents. (SE)…
(1975). Rules of the South Dakota Commission on Human Rights, Proposed January 3, 1975… Rules 20:13:12 through 20:03:22 are interpretations by the commission of SDCL Chapter 20-13, as it covers education. 11 new Chapters read as follows: 20:03:12–General; 20:03:13–Public Education. Each educational institution shall ensure that members of its community are informed of the South Dakota Human Relations Act of 1972 as amended as it relates to equal educational opportunities, and shall ensure that such persons are aware that all courses of study, educational programs, extra-curricular and athletic activities and financial assistance, service, aid, and benefits are available without discrimination on the basis of race, color, creed, religion, sex, national origin or ancestry. 29:13:14–Discrimination in school admissions; 20:13:15–Discrimination in financial assistance and other forms of aid; 20:13:16–Discrimination in admission to courses of study and educational programs; 20:13:17–Discrimination in course content; 20:13:18–Discrimination in guidance and counseling;… [PDF]
(1969). 1969 Handbook on Women Workers. Published periodically by the Women's Bureau of the United States Department of Labor, this handbook assembles factual information covering the participation and characteristics of women in the labor force, the patterns of their employment, occupations, income and earnings, education and training, and the federal and state laws affecting their employment and civil and political status. Designed as a ready source of reference, major sections are: (1) Women in the Labor Force, (2) Laws Governing Women's Employment and Status, (3) Commissions on the Status of Women, (4) Organizations of Interest to Women, and (5) Bibliography on American Women Workers. An earlier edition is available as ED 014 568. (SB)… [PDF]
(1970). Who Should Control Indian Education? A History, Three Case Studies, Recommendations. Conducted in 1967 by the Far West Laboratory for Educational Research and Development at the request of the National Indian Youth Council, this 1-year study was made on American Indians at the following sites; Loneman, South Dakota; Ponca City, Oklahoma; Crow Agency, Montana; Fort Berthold, North Dakota; Nondalton, Alaska; South Nek Nek, Alaska; Mescalero Apache Reservation, New Mexico; Papago Indian Reservation, Arizona; Seattle, Washington; and Indian boarding schools. The report describes the state of education available to American Indian children, presents 3 case studies, and offers a set of recommendations for improvement. Collection of base-line data included obtaining information on school administration, curriculum and teaching methods, student achievement, attitudes of teachers and administrators, and unique characteristics of the schools attended by the Indian children. Conclusions were that education provided for Indian children is a failure and has not succeeded in… [PDF]
(1968). A Coordinated Approach to Improving Educational Opportunities in Majority Negro School Districts. The Rural Isolated Task Force is a technical assistance project administered by the Division of Equal Education Opportunities. Southern, rural majority Negro school systems (242) have been cut off from Federal aid. The proposed Task Force will survey and make plans to ameliorate the educational problems of such school systems. Titles I and III of the ESEA are primary projected sources of support. (EM)… [PDF]
(1966). Minority Group – Governmental Agency Relations. The purpose of this 1966 study was to explore the relationships between minority groups and selected governmental agencies in Colorado in order to determine if discrimination was practiced in the agencies. A 2-part study was designed. The first part was restricted to the Denver area and was structured to determine which governmental agencies should be studied in depth. Agencies selected for detailed study were public hospitals, police departments, and state employment offices. The second, or follow-up phase, attempted to examine in detail the nature and pattern of contacts between minority persons and the governmental agencies designated in the first part of the study. Some 344 Anglo Americans, Negroes, and Spanish Americans were interviewed, and it was found that city agencies were contacted most often, followed by federal agencies and then state agencies. It was concluded that some discriminatory conduct had been observed. The document is appended with information on procedures… [PDF]
(1973). What Is Affirmative Action? Combating Discrimination in Employment. Despite numerous laws prohibiting discrimination, millions of citizens are still denied true equality because of their race, sex, creed, or age. This booklet focuses on discrimination in employment, specifically on combating this form of discrimination through affirmative action plans. The guide lists the conditions which necessitate filing a plan; and the conditions of employment specified by federal regulations that should be included in a plan. The most important federal laws and regulations prohibiting discrimination that affect the operating policies of education institutions are cited, and sources of information are listed. A question-answer format is offered as a guide for developing an affirmative action plan. (Author/MLF)…
(1974). Law-Related Education Competencies. In 1973, Pennsylvania Secretary of Education John C. Pittenger declared legal education a curriculum priority of the Department of Education. A major component of this curriculum development was the formation of the goals of legal education. The goals were formulated in terms of student competencies. This publication lists these competencies, which give direction in the teaching of law-related education at the primary, intermediate, and secondary levels. The publication's four major sections include a list of concepts that students will have achieved at the end of the 12th grade and subcompetencies to be developed at the primary, intermediate, and secondary levels. Each of the four sections is organized into three categories: (1) Groups Establish Certain Acceptable Behavior, which focuses on the need for rules to protect both the individual and society: (2) Groups Differentiate Between Acceptable and Unacceptable Behavior, which relates to the varied types of unacceptable and… [PDF]
(1973). Affirmative Action: The Unrealized Goal. A Decade of \Equal Employment Opportunity.\. More than a decade of affirmative action policy on the part of the federal government has yielded inadequate results. The commonly claimed assumption that blacks are being given unfair and undeserved advantage over whites is examined at length and found unjustified. Bringing together relevant statistics and other data bearing on the effectiveness of equal employment opportunity programs more directly affected by federal laws and regulations, the study concentrates on 3 areas: government employment, federal contractor employment, and employment and admissions in institutions of higher learning. The report demonstrates how dramatic but misleading statistics can be and frequently are cited as indications of how far blacks have advanced in recent years. The report stresses that economic growth has produced a favorable rate of advancement for both minorities and whites, but analysis makes it evident that after a decade of affirmative action policy the increased pace of minority progress… [PDF]