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The article reports on the efforts launched by the U.S. Department of Education's office for civil rights to address unfair and discriminatory treatment in public schools. Under the administration of President Barack Obama, the civil rights office became much aggressive in dealing with unfair treatment in schools through outreach programs and public awareness programs.

The article highlights the findings of a report from Research for Action, a Philadelphia-based nonprofit, which used 2015-2016 federal data on all schools and measured how many high schools offer positive benefits such as teachers who are fully certified by the state, access to Advanced Placement courses, or low It reveals levels of chronic absenteeism among students and teachers and describes inequities in schools.

The article discusses the critical race theory and impact of structural racism on schools in New York, U.S. Topics include Education being a case study of progress on racial justice, prohibit the teaching of particular concepts about race and racism within public institutions, prohibition of teaching "divisive concepts" about race and gender ordered by President Donald Trump and how structural racism helps drive racial disparity in almost every meaningful area in education.

Over the decades, the Brown decision in Brown v. Board of Education of Topeka case, like other landmark cases, has gained a life quite apart from the legal questions it was intended to settle. Considered within the context of American political, economic and cultural life, the Brown decision is a long-running racial melodrama. Generating an emotionally charged concoction of commendations and condemnations, the Brown decision recreated the 19th century's post-Civil War Reconstruction/Redemption pattern of progress followed by retrogression.

From segregation to "resegregation": what a depressing picture. It's become the conventional wisdom, in the media and elsewhere, on what has happened to the country since the decision in Brown v. Board of Education of Topeka was handed down 50 years ago this week. But it is not correct. Some, like Philadelphia schools chief Paul Vallas, may say that "we're still wrestling with the same issues" as we did in 1954. An African-American child does not need to sit next to a white student to become a good reader—any more than a white youngster needs to sit next to an Asian to learn mathematics.

The article reports on the controversy over U.S. President Barack Obama's new guidance on the rights of transgender students which has sparked protests, lawsuits, and lots of questions for K-12 educators. Title IX of the U.S. Education Amendments of 1972 prohibits sex discrimination in education settings. Answers to several common questions on the guidance are also presented, including the actual number of transgender students in the country.

The article profiles the legal and political debate surrounding the consideration of race within administration guidance given to school students in the U.S. Details are given highlighting how President Barack Obama's policies allow for race issues to be considered and how opponents of affirmative action reject his administration's approach. The Supreme Court legal history surrounding the issue is also outlined.

The article reports on allegations of discrimination by small highs schools in New York City against students with disabilities and students with limited proficiency in English language skills. The U.S. Department of Education has declined to pursue a complaint citing a review of school operations that demonstrates admission of special education students who require self-contained classes or collaborative team teaching.

The article focuses on Justice Sandra Day O'Connor, who influenced high court's major decisions on private school vouchers, religion in the public schools, affirmative action in college admissions, and sex discrimination in education in the U.S. Though viewed variously as a moderate or a conservative, Justice O'Connor has been renowned for crafting subtle legal opinions that broadened the middle ground on divisive issues. O'Connor often relied on the facts of a case to steer other justices toward the court's philosophical midstream, and she also laid out issues in practical ways for educators.

Racial and ethnic achievement gaps in the U.S. education have deep roots that extend far beyond the schoolhouse, a report released last week concludes. If the United States is ever going to shrink those gaps, it says, the nation will have to pay attention to all of the factors, in school and out, that conspire to keep African-American and Hispanic students from catching up academically with their non-Hispanic white classmates. Its aim is to give educators and policy-makers a place to start tracking national progress in closing the persistent achievement differences between groups of students: a set of 14 research-based indicators linked to learning.

The article reports that Senator Edward M. Kennedy has published an article in the "Harvard Law and Policy Review" criticizing the Department of Justice's civil rights division under U.S. President George W. Bush's administration. Kennedy claims that the education section of the civil rights division has been allowed to shrink in size. Kennedy's article also discusses the U.S. Supreme Court's 2007 ruling on race to integrate voluntarily.

The article reports on a trend toward single-gender public schools in the U.S., as represented by the Cleveland, Ohio school district's intent to open five such schools in 2007. The American Civil Liberties Union (ACLU) says single-gender schools are discriminatory and is investigating the criteria for Cleveland's schools. The National Association for Single Sex Public Education notes that between 1995 and 2007 the number of districts with single-gender public schools grew from three to 262.

The article reports on a study which states that poor and minority children are generally assigned to teachers with less experience, less education, and fewer skills than those who teach other children. The study collected teacher-distribution data from three states U.S. states and their three largest school systems. They also found differences in students' readiness for college depending on the quality of teachers in their schools.

The article informs that according to a report by the National Women's Law Center, girls represent only 15 percent of students enrolled nationwide in high school vocational courses that can lead to higher-paying jobs in areas such as carpentry, automotive repair, welding, and masonry in the U.S. The report says that this disparity is attributable partly to sex discrimination.

The article focuses on some of the U.S. Supreme Court cases that were of particular interest to educators during the 2004-05 term. In one of the cases, Jackson v. Birmingham Board of Education, the high court ruled that teachers and coaches who suffer reprisals for complaining about illegal sex discrimination against then students may sue under Title IX of the Education Amendments of 1972, the law that prohibits such discrimination in federally financed education programs. In another case Smith v. City of Jackson, court held that workers covered by the Age Discrimination in Employment Act of 1967 do not need to prove that their employers deliberately intended to harm them to win a claim.

The U.S. Department of Justice has sent a letter to all 50 state departments of education asking for help in preventing discrimination against ethnic and religious groups that have been targeted since the terrorist attacks of September 11, 2001. In his August 20 letter, R. Alexander Acosta, the assistant attorney general in charge of the civil rights division, said that since the attacks, his office has investigated 600 incidents of violence directed against Arab, Muslim, South Asian, or Sikh Americans. He cited several incidents that reportedly occurred in schools. An Oklahoma school district suspended a Muslim girl for wearing a hijab, or head scarf, he said. A California teacher allegedly accused a Sikh student who wore a beard of being a member of the Taliban in Afghanistan.

This article focuses on the 50th anniversary of the U.S. Supreme Court's decision in Brown v. Board of Education of Topeka. The legacy of this history of avoidance and delay has left the public schools so segregated that there are good grounds for questioning whether there is much to celebrate on Brown's 50th. Some school districts show that one of the most important benefits of integration is the presence of middle-class parents who utilize their political clout to advocate for resources that benefit all students, and students who are better prepared to handle the challenges of living in a diverse society because of the education they received.

When the Brown decision was handed down 50 years ago in the Brown v. Board of Education of Topeka case, there was celebration and escalated hopes and dreams for all who believed in and loved freedom and democracy. More importantly, the visionaries and architects of Brown thought that desegregation of public schools would have a domino effect, and that other barriers in housing, employment and higher education would collapse. Unfortunately, those dreams of equal opportunity were not to be fully realized. One of the most trenchant areas of concern among educators and researchers is the test-score gap, or the general tendency for white and Asian students to score higher on standardized measures of achievement than their black and Hispanic peers.

Even before segregated schooling was struck down a half-century ago this week, the issue of school choice was a theme running through the U.S. desegregation struggle. When ordered to desegregate, many communities on paper gave blacks the "freedom of choice" to go to white schools-but, in practice, made most of them stay put. Many whites exercised choice by leaving for private schools or the suburbs, even as policymakers set up magnet schools to bring the races together through the power of choice. Some 35 years after the U.S. Supreme Court issued its 1954 ruling in Brown v. Board of Education of Topeka, African-American activists' discontent over their school choices in the era of busing helped give rise to the voucher movement in Milwaukee.

Less than a year after the U.S. Supreme Court affirmed the legality of affirmative action under certain conditions, the Department of Education has issued a report outlining ways that schools and colleges can achieve diversity without relying on racial preferences. The report expands on a similar guide the department released last year in the midst of public debate over the University of Michigan's admissions policies.

Reports education-related developments in the United States as of May 2001. Conviction of Nathaniel Brazil for the murder of a teacher in Florida; Suicide of Jay Douglas Goodwin, a sophomore at Ennis High School Dallas, Texas; Elimination of the ban on racial preferences in the admission to the University of California.

Reports on news and developments concerning the education sector in the United States. Kentucky's compliance with a federal court ruling that bars the use of races as deciding factor in enrollment at the central High School in Louisville; Superintendent of the Rochester, New York schools, Clifford B. Janey's proposal to offer advanced students that chance to graduate in three years.

Presents news briefs on education in the United States. Changes on a Michigan elementary social studies educational test question which was offensive to Islam and Judaism; Judgment on a discrimination lawsuit filed by Hispanic- and Afro-American high school students in Texas.

Presents news briefs related to education in the United States (US). US Department of Justice's plan to evaluate whether the Buncombe County, North Carolina, school district has discriminated against Native American students; Plan of US President Bill Clinton to ask Congress for $68 million to target childhood asthma using a comprehensive national strategy.