User:JCharlesThompson/sandbox

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SPECIAL NOTE: The title of Learning-Disadvantage Gap may be replaced with a more suitable title.

The following referenced-based report on socioeconomic and academic-opportunity discrimination identifies what K-12 public-school educators, parents and their students are experiencing, and what academic studies and court cases are informing.

Students of Socioeconomic Disadvantage with Academic-Opportunity Discrimination

Socioeconomically disadvantaged K-12 students, as a group, which include racial minorities disproportionately score lower than the advantaged on standardized math and/or English "high-stakes" and excessive testing, according to educators, institutions and studies. This may put the disadvantaged at a risk of becoming, if not already, students of standardized academic-opportunity discrimination, defined in this context as "restricting members of one group from opportunities or privileges that are available to another group" (refer to "See also").* **See notes section[1][2][3][4][5][6][7][8][9][10][11][12][13][14][15][16]

The student of socioeconomic disadvantage often has limited educational support from a low income family or single-parent home,[17][18][19][20][21][22][23] or is an English-language learner (ELL/LEP).[24] Many disadvantaged primarily English-speaking students also arrive at school behind in grade-level reading skills.[25][26] Unstable home environment is not uncommon, as is insufficient nutrition, sleep, medical, dental, emotional or special needs.

These situations contribute to a widening of the much-watched and quoted achievement gap of math and/or English test-score comparisons.notes[27][28][29][30] Also. if a government standardized test, excessive testing or circumstance is not fair to the student, neither can it serve in the long-term interest and goals of the state or federal government.

A public or charter student’s low(er) standardized high-stakes testing score in math and/or English, in "curricula" reality, requires “remedial” (doubling) of these selectively endorsed (required) subjects that has been called "stupid class".**notes[31] This routinely results in the de facto sanctioning (inaccessible or denied access) of school-day music and arts plus other non high-stakes whole-student curricula.***notes[32][33][34][35] Schools excuse it as “scheduling conflicts”.[36][37][38][39] "What gets tested gets taught."* **[40][41]

It is not good enough however, that the curricula material is in the state and districts curriculum if it is not actually taught in the classrooms and districts equally. All states provide public education, and therefore, each has a state and U.S. Constitutional duty to ensure "basic equality of educational opportunity" - Butt v. California, Ca Supreme Crt, 1992.†notes[42][43][44][45]

"My child is not a test score",[46][47][48][49] yet government achievement and “no excuses” accountability goals endorse and guarantee only math and English curricula.[50][51][52][53][54][55][56][57][58][59][60][61][62][63][64][65][66][67] This is the daily narrow-curriculum reality in public and charter schools that receive federal and/or state funding,[68] contrary to the laws and a major public speech made by the U.S. Secretary of Education on April 9th, 2010. It included the statement, "we will not endorse or sanction any specific curricula -- the Department is in fact appropriately prohibited by law from endorsing or sanctioning curricula."††[69][70]

The initial law restricting the activities of the U.S. Department of Education (USDOE) is still the law today under the Department of Education Organization Act of 1979, although it is not fully enforced by the Department.[71] It states clearly that no federal official should attempt to "exercise any direction, supervision, or control over the curriculum, program of instruction, [or] administration... of any educational institution." (References 71 to 78 are U.S. government originated or sourced, and include letters from the Department stating their education policies and goals)[72][73][74][75][76][77][78]

In early 2001, the Elementary and Secondary Education Act (ESEA) came before Congress for reauthorization in the form of H.R. 1, The No Child Left Behind Act (NCLB) with its signature nationally standardized high-stakes testing accountability for not only students, but teachers, administrators, and schools as well.[79] Before the law was enacted, Congress was advised by its own commissioned non-partisan report, testimonies and data. States' 1990's implementations of early forms of state-standardized testing in math and English were already raising inequality and inequity questions. As a result, NCLB section 9527 was added with a list of prohibitions on the Department and use of federal funds.††notes[80][81][82] Section 9527 was (and still is) intended to protect student rights to an equal education, but was never enforced.†† This part of the current law remains legally valid and not optional to this day, as it is the primary protection against standardized unequal-learning opportunities and academic discrimination.[83][84] NCLB, by law, was supposed to be reevaluated and renewed in 2007.[85]

One of numerous examples of the Department's Section 9527 violations is their 2010 to 2015 Race to the Top (RttT) competitionized program which creates winners and losers based on math and English test scores in NCLB's Title I funding distribution to economically poor communities. Competitive testing was never intended or allowed withing the law. Another one is the Departments' influence and the granting of conditional waivers from NCLB requirements only to states who agree to hold teachers accountable (high-stakes) for their students math and English test scores. Common core plus other state standards, as well as the students they serve, are also being affected by the Department's non-compliance to the law's restrictions on funding and influence over state testing.††[86][87][88][89][90][91][92][93][94][95][96][97][98][99][100][101][102][103]

In so far as federal authorities and state governments high-stakes testing and its accountability systems may standardize inequality and unintentionally promote academic-opportunity discrimination, the inequalitative disparate impact[104] versus the intentional civil-rights discriminatory model, may legally be the same. The higher courts have been trending in agreement, including under — but not limited to — the Civil Rights Act of 1964, Title VI when discriminatory effects have fallen more harshly on one group than another.†notes[105](p.26) “Separate educational facilities [or curriculum] are inherently unequal” - Chief Justice Earl Warren, Brown v. B.o.E., U.S. Supreme Court, 1954.†notes[106][107][108][109][110][111][112]

"The [U.S.] Supreme Court has since held that proof of discriminatory intent is not required in a [Civil Rights Act] Title VI action of equitable relief. [refer to p.26 previous citation #96] The Title, furthermore, has been consistently administered in this manner for almost two decades without interference by Congress. Under these circumstances, it must be concluded that Title VI reaches unintentional, 'disparate-impact' discrimination as well as deliberate racial discrimination".[113][114] The results of the US Department of Educations' decision to not enforce Section 9527 of NCLB has been reported separately in many published articles and may meet the requirements of disparate impact to K-12 students.(refer to "See also")[115][116]

In summary, the student of socioeconomic disadvantage with low(er) math and/or English test score is more likely to experience high-stakes rank and label profiling, negative stereotyping and segregation that has been referred to as "academic impact of structural economic discrimination",††notes[117][118][119][120][121][122][123][124][125][126] as well as to drop out.

Students of Socioeconomic and Academic-Opportunity Advantage

K-12 socioeconomically advantaged students, as a group, often score higher on standardized math and/or English "high-stakes" tests over the disadvantaged. He or she often comes from a socio-economically advantaged mid to upper-income family and in an academically supportive environment.* ** ***notes[127][128][129][130][131][132][133][134][135][136][137][138][139][140]

When a public or charter school student "achieves" a good score on a high-stakes standardized test in math and/or English, this often allows for continued school-day access (via “electives” and “pullouts”) to whole-student non high-stakes curricula such as music and arts,[141] physical education (P.E.), computers and others.***notes[142][143] Even when such well-balanced curricula are increasingly sanctioned for all students, the socioeconomically and academically advantaged can often outsource for opportunistic advantages. According to educator sources, the primary-curriculum issue here is not of funding per se, but of excessive and high-stakes standardized testing of math and English, which dominate funding and dictates today’s two-tier systems of disproportionately enabling opportunities versus inaccessible and denied-opportunities.[144][145][146][147]

The student of socioeconomic and academic-opportunity advantage most often disproportionately avoids standardized discrimination by benefiting from available well-balanced curriculum with whole-student educational opportunities.[148] He or she is more often advantaged to compete and succeed in personal development and social skills, education, career and life.[149][150][151][152][153][154] Educators ask for "schools of equal opportunities" for each-and-every publicly-funded student in K-12 American education.[155]

See also[edit]

Notes[edit]

(*) The High-Stakes Education Rule aka "what gets tested gets taught":[156][157] What is tested with “high-stakes” and excessive standardized accountability gets taught; what is not tested gets unequal or denied access. The K-12 student of socioacademic advantage [high(er) test score] gets whole-student curriculum access unequally or can outsource to learn, while the disadvantaged [low(er) test score] learns to grow up with a disproportionately narrow and separate, denied-access curriculum and educational opportunities.[158][159][160][161][162][163][164]

(**) Endorsed: What is tested (with high-stakes accountability) gets taught. Sanctioned: Not tested is not taught. Curricula: Individual subjects. Curriculum: Schedule of all subjects taught. K-12 high-stakes and excessive standardized testing of endorsed math and English: Students are denied equal access to sanctioned whole-student curricula,***[165][166] as well as the denial of grade advancements and diplomas. Funding, plus teacher and administration jobs depend on unreliable test scores. Local schools are closing.[167]

Competitive federal and state high-stakes testing pits "kids against kids,[168][169][170][171][172] parents against parents,[173][174][175] teachers against teachers,[176][177][178][179][180][181][182][183][184] principals against principals,[185] schools against schools,[186][187][188][189][190][191][192] districts against districts,[193] states against states, and nations against nations".[194][195][196][197]

Such high-stakes competition produces “teaching to the test” (test-prepping abuse), excessive testing and The High-Stakes Education Rule.[198] States refer to teacher “accountability” from their students' test scores as “VAM” (value-added measures), but research has shown the policy to be counter-productive to learning.[199][200][201][202][203][204][205][206][207][208][209][210][211][212][213][214][215]

(***) Whole-student education: Equal access to all curricula balanced by engaging music and arts, plus PE, sports and recess for the youngest. Includes science, social studies, civics, history, foreign language, literature, technology and more. Whole-student ed emphasizes “the individual” to build lifelong love of learning, character and self-reliance, curiosity and creativity, imagination and innovation, critical and civic thinking, as well as learning social, team and leadership abilities.[216][217]

† Additional related quotes relative to U.S. Constitution and K-12 education C-1 through C-11:

  • C-2 "an unlawful interstate compact to which the U.S. Congress has never consented, whose existence and operation violate the Compact Clause of the U.S. Constitution, Article I, § 10, cl. 3, as well as numerous federal statutes; and that Missouri's participation in the Smarter Balanced Assessment Consortium [a form of Common Core State Standards] as a member is unlawful under state and federal law."[218]
  • C-3 The Equal Protection Clause of the Fourteenth Amendment directs that "all persons similarly circumstanced shall be treated alike" — F.S. Royster Guano Co. v. Virginia, 253 U.S. 412, 415, 1920.
  • C-4 “It is a right which must be made available to all on equal terms” — Brown v. B.o.E., U.S. Supreme Court, 1954.
  • C-5 “Individual rights do not stop at the school-house gate” — Tinker v. Des Moines, U.S. Supreme Court, 1969.
  • C-6 "Plaintiffs have proven, by a preponderance of the evidence, that the Challenged Statutes impose a real and appreciable impact on students' fundamental right to equality of education and that they impose a disproportionate burden on poor and minority students. Therefore the Challenged Statutes will be examined with 'strict scrutiny', and State Defendants/Intervenors must 'bear [] the burden of establishing not only that [the state] has a compelling interest which justifies [the Challenge Statutes] but that the distinctions drawn by the law[s] are necessary to further [their] purpose." — Serrano v. Priest decision (emphasis added), 1971.
  • C-7 “The U.S. Supreme Court has since held that proof of discriminatory intent is not required in a Title VI action for equitable relief... Thus a Title VI action can now be maintained in either the guise of a disparate 'treatment' case, where proof of discriminatory motive is critical, or in the guise of a disparate 'impact' case, involving employment [education?] practices that are facially neutral in their treatment of different groups but that in fact fall more harshly on one group than another. In this latter type of case, proof of discriminatory intent is not necessary.” — Guardians Association v. Civil Service Commission of the City of New York, 463 U.S. 582, 103 S. Ct. 322, 77 L.Ed.2d 866, 1983.[219]
  • C-8 “The Constitution does not protect the sovereignty of States for the benefit of the States or State government, but [instead] for the protection of individuals. State officials cannot consent to the enlargement of the power of Congress beyond those enumerated in the Constitution” — New York v. United States, U.S. Supreme Court, 1992.
  • C-9 "Neither a test score or any other kind of information can justify a bad decision. Research has shown that students are hurt by simple retention and repetition of a grade in school without remedial and other instructional support services. In the absence of effective services for low-performing students, better tests will not lead to better educational outcomes."...
    — "When test use is inappropriate, especially when making high-stakes decisions about individuals, it can undermine the quality of education and equality of opportunity."...
    — "[At the elementary and secondary education level,] appropriate test use for... all students requires that their scores not lead to decisions or placements that are educationally detrimental." — National Research Council, High-stakes: Testing for Tracking, Promotion and Graduation, p.3, p.4, p.40-41, Jay P. Heubert & Robert M. Hauser eds., 1999.
  • C-10 “In fact, the NRC, APA, AERA, NCME, and others caution against making high-stakes decisions based on a single test score. Other relevant information should be taken into account if it will enhance the overall validity of the decision.” — Joint Standards, p.146, 1999.
  • C-11 “The key question in the context of standards-based reforms and the use of tests as measures of student accountability is: have all students been provided quality instruction, sufficient resources, and the kind of learning environment that would foster success?... Third, a test score disparity among groups of students does not alone constitute discrimination under federal law. The guarantee under federal law is for equal opportunity, not equal results.” — The Use of High-Stakes Decision-Making for Students: A Resource Guide for Educators and Policy-Makers, Central Principles, p.v (introductory), U.S. Department of Education Office for Civil Rights, 2000.

†† SEC. 9527. PROHIBITIONS ON FEDERAL GOVERNMENT AND USE OF FEDERAL FUNDS:

(a) GENERAL PROHIBITION. -Nothing in this Act [ESEA/NCLB] shall be construed to authorize an officer or employee of the Federal Government to mandate, direct, or control a State, local educational agency, or school's curriculum, program of instruction, or allocation of State or local resources, or mandate a State or any subdivision thereof to spend and funds or incur any costs not paid for under this Act.

(b) PROHIBITION ON ENDORSEMENT OF CURRICULUM. -Notwithstanding any other prohibition of Federal law, no funds provided to the department under this Act may be used by the Department to endorse, approve, or sanction any curriculum designed to be used in an elementary school or secondary school.

(c) PROHIBITION ON REQUIRING FEDERAL APPROVAL OR CERTIFICATION OF STANDARDS. -

  • (1) IN GENERAL. -Notwithstanding any other provision of Federal law, no State shall be required to have academic content or student academic achievement standards approved or certified by the Federal Government, in order to receive assistance under this Act.

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Category:Education Category:Education in the United States Category:Education policy in the United States Category:Education reform Category:Standards-based education Category:United States federal education legislation

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