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Meyer v Nebraska and Farrington v Tokushige 1927
Established state authority to determine the language of instruction in public schools. The court protected the right of parents to organize after school and weekend heritage language classes. -
Brown v Board of Education
Made so ELL's cannot be fully separated from other students throughout their education.
States must provide equal educational opportunities opening the way for high quality bilingual programs. -
Federal Bilingual Education Act of 1968 (Title VII)
This act provided grants to school districts and other eligible entities through a a competitive grant process. Most regulations associated with Title VII apply only to funded programs.
All children of limited English speaking ability were included. This highlighted the acuteness of the millions of Limited English speaking ability children. -
Lau v Nichols
Providing the same textbooks and opportunities as proficient English speakers was not treating ELL equally. No more sink or swim. -
Equal Education Opportunities Act (EEOA) of 1974
Allowed no states to deny educational opportunities to an individual on account of their race, color, sex, or national origin. It was clear at this time the Supreme Court did not mandate bilingual education. -
Casteneda v Pickard 1981
The Raymondville School District did not meet the requirements for EEOA. A three pronged test to see whether schools are taking appropriate action was a result of this case.
This case mandated that ELL programs are based on sound educational theory, implemented effectively and evaluated to determine whether they are effective. -
No Child Left Behind Act (NCLB)
Title VII Bilingual Act was replaced with Title III which called for Language Instruction for Limited English Proficient and Immigrant Students.
Limited English Proficient was introduced while Bilingual was eliminated. The focus of Title II was on English.
The law state that ELL's are to be placed in language instruction education programs. Limited English proficient children are placed in these programs to develop English proficiency while meeting state academic content. -
World Class Instructional Design and Assessment (WIDA)
The goal of this program was to develop common English language proficiency standards and assessments to comply with Title III of NCLB. -
American Recovery and Reinvestment Act of 2009.
Race To The Top (RTTT) provided over 4 billion in grants for states to begin educational reform efforts.
To receive grants, states must adopt internationally bench marked standards, recruit, develop and reward effective teachers, have transparency, and support effective intervention strategies. -
Common Core State Standards (CCSS)
The goal of this initiative was to develop language arts and mathematics standards that states voluntarily adopt. It does not tell how to teach but identifies what essential knowledge and skills students need. State had to adopt these standards in order to be eligible for grants. -
Elementary and Secondary Education Act Flexibility
The Obama administration invited sstates to apply for ESEA Flexibility from the Title i accountability (NCLB). Most states were not getting close to meeting the requirements of NCLB.
Each state had to submit an acceptable alternative system for school reform and accountability based on the following: 1. College and career expectations 2.State developed differentiated recognition accountability and support, 3.Supporting effective instruction and leadership. -
English Language Proficiency Assessment for the 21st Century
Created a common computer based English language proficiency assessment based on English language proficiency standards developed by WestEd and aligned with the CCSS.