Education law Books

Book SynopsisTable of Contents 4 Students’ Rights in Noninstructional Matters Freedom of Speech and Press Unprotected Expression Defamatory Expression Obscene, Lewd, or Vulgar Expression Inflammatory Expression Advocacy of Illegal Activity for Minors Commercial Expression School-Sponsored Expression Type of Forum Hazelwood and Its Progeny Protected Private Expression Prior Restraints Post-Expression Discipline Anti-Harassment Policies Electronic Expression Time, Place, and Manner Regulations Future Directions Student-Initiated Clubs Student Appearance Hairstyle Attire Dress Codes Student Uniforms Extracurricular Activities Attendance, Training, and Recruitment Regulations Restrictions on Eligibility Fees for Participation Other Conditions Conclusion 5 Student Classifications Legal Context Classifications Based on Race Pre-Brown Litigation De Jure Segregation in the South Distinguishing Between De Jure and De Facto Segregation Fashioning Appropriate Remedies Rezoning and the Closing, Reopening, or Construction of Schools Busing Programmatic Options Interdistrict Remedies Staff Desegregation Remedies Fiscal Responsibilities Achieving Unitary Status Postunitary Transfer and School Assignment Race as a Factor in Admission to Private Schools Race Discrimination and Matriculated Students Classifications Based on Native Language Classifications Based on Ability or Achievement Tracking Schemes Gifted and Talented Students Classifications Based on Age Classifications Based on Sex Interscholastic Sports Single-sex Teams Fewer Sports Opportunities for Females Modified Sports and Separate Seasons for Females Academic Programs Single-sex Schools Sex-segregated Courses and Programs Sex-based Admission Criteria Sexual Harassment of Students Employee-to-Student Harassment Student-to-Student Harassment Marriage and Pregnancy Conclusion 6 Rights of Students with Disabilities Legal Context Rehabilitation Act Americans with Disabilities Act Individuals with Disabilities Education Act Individualized Education Programs Initial Identification Evaluation IEP Team IEP Preparation Free Appropriate Public Education Least Restrictive Environment Private Schools Public Placement of a Child in a Private School Parental Placement of a Child in a Private School Services Available in Private Schools Change of Placement Related Services Transportation Psychological Services Health and Nursing Services Extended School Year Participation in Sports Discipline Suspension Expulsion Procedural Safeguards Stay-Put Provision Informal Meeting Mediation Im

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Book SynopsisThis is a pioneering study comparing university-level and professional online legal education across 13 jurisdictions from the Asia-Pacific region, Europe and beyond before and especially after the COVID-19 pandemic. The book examines developments in legal professions and traditions, university funding and ICT infrastructure.

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Book SynopsisThe place of emotion in legal education is rarely discussed or analysed, and we do not have to seek far for the reasons. The difficulty of interdisciplinary research, the technicisation of legal education itself, the view that affect is irrational and antithetical to core western ideals of rationality - all this has made the subject of emotion in legal education invisible. Yet the educational literature on emotion proves how essential it is to student learning and to the professional lives of teachers. This text, the first full-length book study of the subject, seeks to make emotion a central topic of research for legal educators, and restore the power of emotion in our teaching and learning. Part 1 focuses on the contribution that neuroscience can make to legal learning, a theme that is carried through other chapters in the book. Part 2 explores the role of emotion in the working lives of academics and clinical staff, while Part 3 analyses the ways in which emotion can be used in Trade Review'By throwing light on the ways in which emotions play a significant role in both learning and teaching law, this international collection from some of the leading experts in legal education draws our attention to a much-neglected aspect of the educational process. It deserves to be widely read, seeking to enrich our understanding both of law students and law teachers by revealing just how crucial the affective domain is in relation to the rational thinking that we generally assume lies at the heart of legal education.' Fiona Cownie, Keele University, UK 'This pioneering text devotes long overdue attention to the role of the affective domain in legal education and compels action: at stake is the psychological and ethical wellbeing of our students, their educators and the practicing profession. To accommodate affect is not to oppose cognitive and lawyering excellence, but to enhance it. This volume will be essential reading for those committed to the moral-ethical development of a functioning and humane legal profession.' Sally Kift, Queensland University of Technology, Australia '... intellectually stimulating, wide-ranging, extremely well-written and long overdue... so multi-faceted and multi-layered that a second volume is doubtless warranted...' Hibernian Law JournalTable of ContentsContents: Introduction, Paul Maharg and Caroline Maughan; Part I Affect, Legal Education and Neuroscience: Why study emotion?, Caroline Maughan; Learning and the brain - an overview, Richard Roche; Enhancing self-control: insights from neuroscience, Lorraine Boran and David Delany. Part II Affect and Legal Education: Can litigators let go? The role of practitioner-supervisors in clinical legal education programmes, Sara Chandler; Instead of a career: work, art and love in university law schools, Anthony Bradney; What do academics think and feel about quality?, Chris Maguire. Part III Affect and Learning: From Socrates to Damasio, from Langdell to Kandel: the role of emotion in modern legal education, Alan M. Lerner; Legal understanding and the affective imagination, Maksymilian Del Mar; What students care about and why we should care, Graham Ferris and Rebecca Huxley-Binns; The body in (e)motion: thinking through embodiment in legal education, Julian Webb; Developing professional character - trust, values and learning, Karen Barton and Fiona Westwood; Addressing emotions in preparing ethical lawyers, Nigel Duncan; Space, absence, silence: the intimate dimensions of legal learning, Paul Maharg; Index.

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Book SynopsisHow the United States can provide equal educational opportunity to every child The United States Supreme Court closed the courthouse door to federal litigation to narrow educational funding and opportunity gaps in schools when it ruled in San Antonio Independent School District v. Rodriguez in 1973 that the Constitution does not guarantee a right to education. Rodriguez pushed reformers back to the state courts where they have had some success in securing reforms to school funding systems through education and equal protection clauses in state constitutions, but far less success in changing the basic structure of school funding in ways that would ensure access to equitable and adequate funding for schools. Given the limitations of state school funding litigation, education reformers continue to seek new avenues to remedy inequitable disparities in educational opportunity and achievement, including recently returning to federal court. This book is the first comprehensive examination of Trade ReviewThis is a wonderful collection of essays on a topic of great importance: whether there should be a federal right to education. The essays in this volume are written by the top experts in the country and together they make a compelling case that education should be deemed a fundamental right and that only by doing so can we ensure an adequate education for every child. This is scholarship at its best, documenting the problem and showing the path forward. -- Erwin Chemerinsky, Dean and Jesse H. Choper Distinguished Professor of Law, University of California, Berkeley School of LawThis important book examines the pressing issue of how we can actually and at long last deliver on an equity promise in public education to the nation’s students. The debates in these pages merit deep and sustained attention to protect the long recognized public good of educating all people, regardless of background, toward effective civic engagement and participation. Kimberly Jenkins Robinson and her contributors in these pages distill and make accessible competing theories for if and how to proceed, without ever losing focus on what is at stake for children in school and the health of the nation. This book is a must read for anyone who cares about policy for kids. -- Catherine Lhamon, chair, US Commission on Civil Rights and former Assistant Secretary for Civil Rights, US Department of EducationThe raging educational inequities within and between the states call out for a federal right to education. This book provides a helpful overview of the variety of ways this goal might be achieved, and the challenges posed by each of the possible pathways. -- Michael Rebell, Professor and Executive Director, Center for Educational Equity, Teachers College, Columbia University

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Book SynopsisFederalism has played a central role in charting educational progress in many countries. With an evolving balance between centralization and decentralization, federalism is designed to promote accountability standards without tempering regional and local preferences. Federalism facilitates negotiations both vertically between the central authority and local entities as well as horizontally among diverse interests. Innovative educational practices are often validated by a few local entities prior to scaling up to the national level. Because of the division of revenue sources between central authority and decentralized entities, federalism encourages a certain degree of fiscal competition at the local and regional level. The balance of centralization and decentralization also varies across institutional and policy domains, such as the legislative framework for education, drafting of curricula, benchmarking for accountability, accreditation, teacher training, and administrative responsibilities at the primary, secondary, and tertiary levels.Given these critical issues in federalism and education, this volume examines ongoing challenges and policy strategies in ten countries, namely Australia, Austria, Belgium, Canada, Germany, Italy, Spain, Switzerland, United Kingdom, and the United States. These chapters and the introductory overview aim to examine how countries with federal systems of government design, govern, finance, and assure quality in their educational systems spanning from early childhood to secondary school graduation. Particular attention is given to functional division between governmental layers of the federal system as well as mechanisms of intergovernmental cooperation both vertically and horizontally. The chapters aim to draw out comparative lessons and experiences in an area of great importance to not only federal countries but also countries that are emerging toward a federal system.Table of Contents Federalism and Education: Cross-National Lessons on Governance, Standards, and Accountability for the 21st Century, Kenneth K. Wong, Felix Knüpling, Mario Kölling, and Diana Chebenova. Schooling Policy in Australia: Concurrent, Complex, and Contested, Bronwyn Hinz. Federalism and Education in Austria, Peter Bußjäger. The Organization of Education Policies: A Mirror of Belgian Political History and Federalism, Peter Bursens, Petra Meier, and Peter Van Petegem. Federalism and Education: The Canadian Case, Jennifer Wallner. Educational Federalism in Germany: Tensions Between the States’ Autonomy and Cooperative Unitarization, Henrik Scheller. The Italian Education System: Constitutional Design, Organization and Policy-Making, Elisabeth Alber and Martina Trettel. Federalism and Education: Governance, Standards, and Innovation for the 21st Century in Spain, Mario Kölling and Xavier Rambla. The Pros and Cons of Horizontal Federalism: Primary and Secondary Education Governance in Switzerland, Béatrice Zielgler, Monika Waldis, Daniel Kübler, Andri Gustin and Andreas Glaser. Federalism and Education: The Case of the UK, Deborah Wilson and Llorenc O’Prey. Public Education as a Shared State-Federal Function in the United States: Institutional Changes and Policy Challenges, Kenneth K. Wong.

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Book SynopsisThe Education Law Handbook is a comprehensive textbook for legal practitioners covering all areas of education law from pre-school to university. It has been written by a team of specialist education law barristers at 11KBW in London, the leading education law Chambers in the country. It is structured according to the four main phases of education: (1) pre-school and nurseries(2) schooling for children of compulsory school age(3) sixth-form and further education(4) higher educationThe law applicable to all types of schools, colleges and universities is explained, and themes such as special educational needs, transport, negligence, discrimination and human rights are all dealt with in detail, as is the law applicable to teaching staff and governing bodies. This is book is quite simply the most comprehensive and detailed book on education law available.

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Book SynopsisTraces the growth of Lee v. Macon County from a case to desegregate a single school district in rural Alabama to a decision that paved the way for ending state-imposed racial segregation of the schools in the Deep South.Table of Contents Preface Introduction: Tuskegee, Alabama, September 9, 1963 1. The Ratchet Principle:Truman Sets Federal Civil Rights Policy for His Successors in Office 2. Macon County and Alabama's Racial Caste System 3. The School Desegregation Case Begins 4. New Year, New Schools, New Law 5. The Case Goes Statewide 6. Aftermath: Response to the Statewide Decree 7. "Watch What We Do" Conclusion Notes Bibliographic Essay Index

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Book SynopsisYour guide to excelling in the complex role of a special education administrator The job of the administrator of special education is arguably one of the most difficult in a school districtand that complexity can be overwhelming. It requires an aspect of every administrative job in the district, including budgets, human resources, student advocacy, and curriculum and assessment. Written by two veteran special education administrators with more than 100 years of combined experience, this book shows current and aspiring special education administrators how to excel in the many demanding areas of their position, allowing them to be effective administrators and educational leaders. Among the many topics included in the book are The importance of visibility in the form of face-to-face interactions to assist staff, students, and building principals The importance of parents in the process The significance of confidentiality, due process, program development, and working with advocates Insight into decision-making and relationship-building A critical tool in any special education administrator's box, as well as building administrators, central office administrators and school committee members,this book provides practical and friendly advice for a difficult but critical job.Trade Review"The role of the administrator of special education in any school district might be the most challenging position in the neighborhood. With constrained budgets and burgeoning needs for students who require special services, the typical administrator often struggles with complex if not agonizing life-altering decisions. Layered upon this reality is a massive number of regulations, codes, laws, standards, and paperwork that must be followed and attended to. Fortunately, two retired administrators of special education have written a book on the administrator’s role that reads like an encyclopedia but exudes warmth and passion on most every page. This impressive book brings the reader inside the important and mercurial world of special education, presenting a wealth of critical information while simultaneously speaking to the reader with unabashed candor and humility. I particularly enjoyed reading the anecdotes that speak to the struggles and triumphs each encountered along the way. Students who require special education services often need strong voices advocating for their needs. The world is a better place because of the voices of the authors. I highly recommend this book to anyone who works in or is involved in special education. It should be mandatory reading for all new administrators of special education." -- Charles Appelstein, MSW"For a novice special education administrator, this book is a professional gem. Grounded in integrity, and keeping students at the forefront of their work, the authors have created a practical guide for how to approach and manage the all-encompassing role of administrator of special education. Starting with a refresher on special education law and moving into a myriad of topics which fall under the responsibility of director, this resource is invaluable to all those working in the field of special education." -- Tamara Barrera, M.Ed."I have the good fortune to have been mentored by Bob McArdle in my career as an administrator of special education and have worked with Jim over the last 11 years as a senior district leader. What a benefit to the larger community of special education administrators that they can now access the collective knowledge and experience that the authors have in the field through this book! The role of the administrator of special education can be a lonely one and singular in its nature: The knowledge and skills required to do this job well are not often shared by anyone else in the district—not principals, curriculum directors, or many superintendents. This book offers insight into everything the role entails and how to lead the work." -- Alison Elmer, MEd"It does not take long for the reader to realize that these seasoned special educators have the knowledge, skills, experience, and dispositions to provide a treasure trove of useful information for the novice or veteran educator, whether they are a general education teacher, special education teacher, principal, superintendent, or special education administrator. Ealey and McArdle leave no stone unturned and thoroughly address such topics as programs and services, discipline, budget development, professional development, supervision, and evaluation. This book is a must and one you will want to keep close at hand." -- Stephen Gould, EdD"The special education administrator position is the most difficult job in public education. Challenges abound—conflicts with parents, teachers, and other administrators; changes to department of education regulations and guidance; litigation looming behind every decision—and these are just a few. Perhaps the biggest, ever-present challenge is balancing advocacy for students with disabilities and the fiduciary responsibility to the school district. But help is on the way: Earley and McArdle have written a book that provides aid to both new and veteran special education administrators. Based on their extensive 100+ years of experience as special education directors, they offer guidance in how to navigate the passage between the Scylla and Charybdis of conflicting demands. From compliance to best practice, they offer tips and strategies for dealing with both the long-term and day-to-day challenges for special education directors. There is a dearth of similar literature, and I would highly recommend their book as a text in higher education courses, an item in the library of special education organizations, and most important, as a resource on the desk of every special education administrator." -- Edward McCaul, EdD"This is a succinct guidebook that distills many years of practical experience and provides the reader with concrete guidance on the various aspects of the role of administrator of special education. The authors address not only the anticipated issues associated with the position, but also nicely weave in helpful advice on other potentially overlooked yet essential skills and actions necessary to be a successful administrator in public education. This book is an excellent resource that will be of great benefit to anyone contemplating or beginning their career as an administrator, and it will greatly assist them and even experienced administrators of special education in confidently navigating the myriad issues to be addressed in that role." -- Thomas Nuttall, Esquire"The provision of special education services is essential to ensure that all school-age students receive a free and appropriate public education. This book presents effective procedures to implement the mandates of the Individuals with Disabilities Education Act and its many complexities. While the administering of special education can be a daunting task, authors Earley and McArdle, with their experience and expansive knowledge in special education administration, offer recommendations to work proactively with school administrators, special and general education teachers and related services staff, parents, advocates, and other stakeholders. They share strategies that result in services that are responsive to student needs and the ever-present decision on placement in the educational setting in which the students can make effective educational progress. I enthusiastically recommend this book for school administrators and principals, directors of special education, and as a text for undergraduate and graduate students in special education courses." -- Don Ricciato, PhD"There are no better Administrators of Special Education (ASEs) than Jim Earley and Bob McArdle, and now their wisdom is available to any educator who reads their book. Drawing on their decades of experience in special education leadership, they have created a thorough and practical guide that provides a wealth of information, useful advice, and most importantly, ways to assess difficult situations and arrive at reasonable and equitable solutions. The book is a master class in identifying core issues and applying useful approaches to think about and solve many seemingly intractable problems. Any professional involved in special education will benefit from its clear and well-formulated approach to meeting the needs of students with special needs while also addressing the needs of the numerous stake holders in special education. A Practical Approach to Special Education Administration is long overdue in the field and will have significant impact." -- Joe Ristuccia"I read [A Practical Approach to Special Education Administration] almost immediately, from cover to cover, with a pencil in my hand, underlining and making notes as I went. It is an absolute "must" manual for any would-be SPED administrator. If I had this book available to me when I was a doctoral student and coming up through the ranks, I am positive I would have become an LEA SPED ADMIN. It is a tremendous blueprint for what a university-level administration course of studies should look like, leading to a degree and—even more importantly—a job." -- Dr. Laurence M. LiebermanTable of ContentsPraise Pages Dedication Foreword Preface About the Authors Introduction Part I: Foundational Elements Chapter 1. Legal Foundation for Providing a Free and Appropriate Education to Students With Disabilities Chapter 2. Defining Your Beliefs Chapter 3. Your Role as Administrator of Special Education Chapter 4. Confidentiality Chapter 5. Section 504 of the Rehabilitation Act of 1973 Part II: Program and Service Delivery Considerations Chapter 6. Procedural Manual Chapter 7. Process, Procedures, Practices: Referral, Evaluation, and Determination of Eligibility for Specialized Instruction Chapter 8. Inclusion Chapter 9. Programs and Services: Options and Choices Chapter 10. Professional Development Chapter 11. Discipline and Students With Special Needs Chapter 12. Age of Majority and Transition to Adult Services Chapter 13. Documentation Part III: Working With and Managing Related Stakeholders Chapter 14. Parents Chapter 15. Central Office Administrators Chapter 16. Building Administrators Chapter 17. Role of Various Special Education Personnel Chapter 18. Supervision and Evaluation of Department Staff Chapter 19. Budget Development Part IV: Extraordinary Concerns Chapter 20 Dealing With Difficult Cases Chapter 21. Advocates Chapter 22. Due Process, Appeal Hearings, and Mediation Part V: Additional Thought Conclusion Appendices Acknowledgments References

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Book SynopsisMuch has changed in the area of school law since the first edition of The Educator’s Guide to Texas School Law was published in 1986. This new tenth edition of The Educator’s Guide offers an authoritative source on Texas school law through the 2021 legislative sessions. Intended for educators, school board members, attorneys, and taxpayers, it explains what the law is and what the implications are for effective school operations; it helps professional educators avoid expensive and time-consuming lawsuits by taking effective preventive action; and it serves as a highly valuable resource for school law courses and staff development sessions.The tenth edition begins with a review of the legal structure of the Texas school system, incorporating recent features such as charter schools and districts of innovation, then addresses the instructional program, service to students with special needs, the rights of public school employees, the role of religion, s

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Book SynopsisIn Badges and Incidents, Michael J. Kaufman undertakes an interdisciplinary investigation of American education law and pedagogy. By weaving together the invaluable insights of law, education, history, political science, economics, psychology, and neuroscience, this book illuminates the ways in which the design of the American educational system does not reflect how human beings live and learn. It examines the principles of the nation''s Founders and demonstrates how a distorted presentation of the Founders'' views curtailed the development of a truly democratic educational system. The influence of this distortion on several critical Supreme Court decisions is exposed, and these decisions have largely failed to facilitate the educational system the Founders envisioned. By placing contemporary challenges in context and endorsing social constructivist pedagogy as the best path forward, Kaufman''s study will prove invaluable to advocates of equity in education, helping them navigate a contentious political climate with an eye toward future reform efforts.Trade Review'Kaufman's extensive quotations from philosophical and historical sources are this slim volume's central strength. These foundational groundings in educational theory and philosophy qualify Badges and Incidents as a sine qua non for graduate classes in US educational history. General readers interested in the history of civil rights will also find this text appealing.' J. H. O'Donnell III, ChoiceTable of Contents1. The political philosophy of American education; 2. American education from independence to reconstruction and the stamp of slavery; 3. Older but not wiser: America industrializes and embraces the flawed philosophy of behaviorism in education; 4. Brown and resegregation; 5. Voluntary race-conscious admissions policies in higher education; 6. San Antonio, inequity, and the human struggle; 7. Gender discrimination in education; 8. Special education and inclusion; 9. Civil rights in the educational environment and student discipline; 10. Current reform initiatives and a better way forward; Index.

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Book Synopsis#1 NEW YORK TIMES BESTSELLER!President Trump''s nominee for Secretary of Defense Pete Hegseth has written a revolutionary road map to saving our children from leftist indoctrination.Behind a smokescreen of ?preparing students for the new industrial economy,? early progressives had political control in mind. America?s original schools didn?t just make kids memorize facts or learn skills; they taught them to think freely and arrive at wisdom. They assigned the classics, inspired love of God and country, and raised future citizens that changed the world forever.Today, after 16,000 hours of K-12 indoctrination, our kids come out of government schools hating America. They roll their eyes at religion and disdain our history. We spend more money on education than ever, but kids can barely read and write?let alone reason with discernment. Western culture is on the ropes. Kids are bored and aimless, flailing for purpose in a system that says racial and gender identity is everything.Battle for the AmericanMindis the untold story of the Progressive plan to neutralize the basis of our Republic ? by removing the one ingredient that had sustained Western Civilization for thousands of years. Pete Hegseth and David Goodwin explain why, no matter what political skirmishes conservatives win, progressives are winning the war?and control the ?supply lines? of future citizens.Reversing this reality will require parents to radically reorient their children?s education; even most homeschooling and Christian schooling are infused with progressive assumptions. We needto recover a lost philosophy of education ? grounded in virtue and excellence ? that can arm future generations to fight for freedom. It?s called classical Christian education. Never heard of it? You?re not alone.Battle for the American Mindis more than a book; it?s a field guide for remaking school in the United States.We?ve ceded our kids? minds to the left for far too long?this book gives patriotic parents the ammunition to join an insurgency that gives America a fighting chance.Whether you''re a conservative looking to push back against the progressive agenda or simply someone who cares about the education of our children, this book is for you.

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Book SynopsisLibrary staff and faculty defend intellectual freedom and describe standing against book challenges.Book bans and challenges frequently make the news, but when the reporting ends, how do we put them in context? The Fight against Book Bans captures the views of dozens of librarians and library science professors regarding the recent flood of book challenges across the United States, gathered in a comprehensive analysis of their impact and significance. It also serves as a guide to responding to challenges.Chapter authors provide first-hand accounts of facing book challenges and describe how they have prepared for challenges, overcome opposition to certain books, and shown the value of specific library materials. Library science faculty with a range of specialties provide relevant background information to bolster these on-the-ground views. Together, the chapters both articulate the importance of intellectual freedom and demonstrate how to convey that signifiTrade ReviewThis timely book will be an excellent resource for library workers on the front lines in the fight to protect access to information. Using a combination of stories from the field and practical advice for responding to threats to intellectual freedom, Oltmann has assembled a valuable resource that captures the concerns of this moment and provides hope for the future. * Dr. Martin Garnar, Director, Amherst College Library, USA; Editor, Intellectual Freedom Manual, Tenth Edition *The majority of Americans oppose censorship. But those calling for bans are loud, angry, and organized. These voices from the frontlines of America's libraries not only offer sage advice (with the big one being the necessity of having and adhering to policies), they also share their astonishment, anxiety, and deep commitment to service and professionalism. A vital record of our times, this book is recommended for all public, school, and academic libraries. * James LaRue, Executive Director, Garfield County (CO) Public Library District, USA *The stories in this book are by turns infuriating and heartbreaking, and this deeply researched and informative look at the surge of book bans should be a catalyst to encourage us all to fight back. * Karis Rogerson, Writer and Journalist *Table of Contents1. The Precarious State of Libraries in the 2020s, Shannon M. Oltmann Part One: The Rise in Book Challenges across the Nation 2. It’s Not Just the Quantity: Book Challenges in 2021 and Beyond, Glen J. Benedict 3. Preserving Equity for Young Adult Readers, Andrea Jamison 4. Missouri and Kansas School Librarians Face Unprecedented Community Concern, Rene Burress, Angie Wiegers, and Amanda Harrison 5. Reclaiming the Right to Learn: Combating New Censorship Tactics, Jamie Gregory Part Two: How Challenges and Bans Affect Librarians 6. Riding Shotgun for Intellectual Freedom, Terri L. Lesley 7. A Library without Controversy, Kelly Mayfield 8. A Middle School Challenge: Championing Cabot’s Princess on the Brink, Julie N. Hornick 9. Beyond the Paperwork: The Hidden Impact of a Title Challenge, Joe Schweiss Part Three: External Support for Librarians 10. Supporting Texas Librarians Facing Materials Challenges, Dorcas Hand 11. Building a Grassroots Movement to Support Intellectual #FReadom, Becky Calzada and Carolyn Foote 12. Answering the Call: ALA GNCRT Responds to Surging Challenges to Comics, Matthew Noe, Amie Wright, and Moni Barrette Part Four: How to Face Challenges and Bans 13. Responding to Challenges: In the Moment and Beforehand, Kristin Pekoll and Shannon M. Oltmann 14. When Policy Does Not Stop the Ban: Reflections on Moving Forward, Jenna Kammer and Mernie Maestas 15. Whom Do We Serve? A Youth Librarianship Perspective, Cindy C. Welch 16. Parent Education for Anti-censorship: A School Librarian’s Guide, Rhona Campbell Part Five: Advice from Librarians 17. Challenges That Provide Insight into a Librarian’s Code of Ethics and a Systemic Threat to National Democracy, Dee Ann Venuto 18. Book Banning in the United States? Why, It’s Perfectly Normal!, Kerrie Lattari 19. Hindsight Is 2021: Help from the Book Battle Frontlines, Martha Hickson 20. Saving Library Books for Kids: A Year Combating Censorship, Tonya Ryals About the Editor and Contributors Index

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Book SynopsisThis new edition of Education, Law and Diversity provides extensive updated analysis, from a legal perspective, of how the education system responds to social diversity and how the relevant social and cultural rights of individuals and groups are affected. It spans wide-ranging areas of school provision, including: types of school (including faith schools), the school curriculum, choice of school, out-of-school settings, and duties towards children with special needs and disabilities. It gives extensive coverage to children’s rights in the context of education and includes considerable new material on issues including relationships and sex education, exclusion from school, home education, equal access, counter-extremism and academisation. The new edition also retains and updates areas of debate in the book, such as those concerned with multiculturalism and the position of religion in schools. It continues to focus on England but also makes reference to other jurisdictions within the UK and internationally. It is essential reading for anyone interested in the legal and related policy issues surrounding children’s education today.Trade ReviewThis is ‘law in context’ scholarship at its finest. … It will be an invaluable tool for anyone undertaking research into any of the plethora of issues, debates and areas of legal practice covered here; for lawyers and non-lawyers alike. For child and family lawyers – for whom education law is still sometimes perceived as in some ways a marginal subject – it is not only an essential source but a reminder of the centrality of education in the lives of children and parents alike. It is also a reminder that education law disputes reveal and provoke the questions, and test to the limits the prevailing answers, about the fundamental nature of the relationships between parents, children and the state. -- Daniel Monk, Birkbeck, University of London * Child and Family Law Quarterly *It is a fascinating read, informative and thought-provoking in equal measure, and – unlike a standard legal text – really repays a cover to cover read ... Education, Law and Diversity is as comprehensive as it is ambitious, easy to read despite being in-depth, and well structured and laid out in just nine (admittedly lengthy) main chapters. A real tour de force! -- Iain Nisbet * Journal of the Law Society of Scotland *An important contribution to our collective understanding of the domestic enforcement of the right to education … Overall, this is an excellently written and well-researched contribution, which contains a detailed examination of education law, policy and case law relating to the provision of education in England. This book is further characterised by a commendable scholarly rigour which sets it apart in terms of the detail and precision afforded to the examination of the legal development, and provision, of the right to education in England. -- Amel Alghrani, Seamus Byrne and Deborah Tyfield * Legal Studies *Table of Contents1. Children’s Education and the Law in a Diverse Society I. Introduction II. Rights III. Integration, Identity and Multiculturalism IV. Conclusion 2. Responsibility for Children’s Education I. Introduction II. Th e State’s Role in Supporting Access to Education III. Conclusion 3. Institutional Diversity in a Developing Schools System I. Introduction II. State Education: Separate National Systems within the UK III. Schools and Education: Th e Role of the State 1870–1980 IV. Towards a More Diverse Schools System: 1980–1997 7 V. Diversity and Control of Schools Under ‘New Labour’ 1997–2010 VI. A New ‘Moral Order’? Education Reform Since 2010 VII. Conclusion 4. Equal Access for Children to Education Settings I. Introduction II. Equality and the Right to Education III. Th e Equality Act 2010 and Children’s Education IV. Conclusion 5. School Admission Policies and Decisions I. Introduction II. ‘Pupils are to be Educated in Accordance with the Wishes of their Parents’ III. Fair Admissions? IV. Th e Implications of School Preference V. Conclusion 6. Secular Education in the State Sector: A Curriculum for All? I. Introduction II. Centralisation and a National Curriculum III. ‘Fundamental British Values’ and Countering Extremism IV. Sex and Relationships Education and Health Education V. Conclusion 7. Religion in the School Curriculum I. Introduction II. Religious Education III. Collective Worship IV. Creationism and ‘Intelligent Design’ V. Conclusion 8. Education Outside the State Sector I. Introduction II. Regulation and Control of the Curriculum in Independent Schools III. Home Education and Unregistered Schooling IV. Conclusion 9. Special Educational Needs: Voice, Place and Choice I. Introduction II. SEND and Children and Young People in England III. Voice IV. Place V. Choice VI. Conclusion 10. Conclusion: Schooling for One and All?

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Book SynopsisWe are in the midst of a full-scale attack on our nation's commitment to public education. From funding, to vouchers, to charter schools, public education policy has become a political football, rather than a means of fulfilling the most basic obligation of government to its citizens.As Derek W. Black vividly illustrates, this assault threatens not just public education, but democracy itself. Black offers both an illuminating history of our nation's establishment of a constitutional right to education, and a trenchant analysis of how such a right is being undermined today. He looks at education history with a wide view, describing both periods when our democracy has been strengthened-when the commitment to public education has been strongest-and weakened, when such a commitment has been lacking. And today, such a commitment is sorely lacking.Schoolhouse Burning shows what is at stake: not just the right to public education as guaranteed by the constitution, but an erosion of democratic norms.

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Book SynopsisIt is vital for all professionals in the field of education to have a practical understanding of the laws that are in place to protect the children with whom they work. The Comprehensive Guide to Special Education Law is a detailed yet accessible introduction to federal law as it applies to the rights of children with special needs.Written in a user-friendly question and answer format, the book covers all of the key areas of special education law including parental rights of participation, the legal right to Free Appropriate Public Education (FAPE) and related services, and the complex issues of discipline and dispute resolutions. This book provides educators with knowledge of the requirements, history, and evolution of the laws that impact their daily working lives and gives them the information they need to help parents obtain better services for their children.This is an indispensible handbook that teachers, school management, and school counselors will refer to again and again.Trade ReviewAn invaluable reference for any professional in the field of special education, and covers the laws in place to protect special ed kids. -- Midwest Book ReviewDr. George Giuliani has written the best book I have ever read in the area of special education law. Practical, concise, and user-friendly, this book represents an exciting and up-to-date approach to addressing the legal issues faced by children with special needs. Dr. Giuliani explains the complexity of the special education process incredibly well, making it easy to understand. As a college professor and professional in the area of special education for the past 40 years, I believe that this book will become an authority in the field. This is a phenomenal book and I give it my highest recommendation. -- Roger Pierangelo, PhD, Associate Professor in the Department of Special Education and Literacy at Long Island University and Executive Director of the National Association of Special Education Teachers, USADr. George Giuliani has written a tremendously insightful and comprehensive book on special education law. It is very easy to read and user-friendly. It is clear that he did a great deal of research in putting this book together. It is well thought out and written in an easy-to-read format. Dr. Giuliani makes understanding the special education process - which can be overwhelming - simple and easy to grasp and he does a great job laying things out in a step-by-step fashion. As a Child and Adolescent Psychiatrist who often works with parents of children with special needs, it is my professional and personal opinion that Dr. Giuliani's book really clarifies the legal issues and rights of exceptional children. This is an excellent guide for anyone interested in special education law. I highly recommend it! -- Robert D. Colucci, DO, Child and Adolescent Psychiatrist, USAAs a former colleague and beneficiary of Dr. Giuliani's clear and succinct writing, presented in textbooks that I have employed in several of my graduate courses, I must commend him, once again, for providing another lucid 'gem' in The Comprehensive Guide to Special Education Law. The distinctive conversational style employed provides the reader with a 'user-friendly' approach to a subject that can be difficult to comprehend and, consequently, to navigate and use effectively. I believe that this book will serve as an invaluable resource for parents, teachers, and related service providers. My congratulations, then, to Dr. Giuliani for authoring such a lucid and comprehensible guide to what can seem, at times, an enigmatic and complex subject. To my knowledge, no similar exposition exists and, thus, Dr. Giuliani's 'Guide' addresses a critical need. -- Vance L. Austin, PhD, Associate Professor and Chair of the Special Education Department, Manhattanville College, New York, USAKnowledge is power! The Comprehensive Guide to Special Education Law empowers professionals and parents. It levels the playing field for anyone who needs to be aware of the legal issues facing children with disabilities. Making informed educational decisions for a child when confronted with the reality that he or she has special needs can be overwhelming. Dr. Giuliani has dissected an extremely complex set of laws and procedures and consolidated them into a practical and simple straight-forward book. The Comprehensive Guide to Special Education Law is a must-have resource. -- Michael E. Bergman, Esq., Partner, Bergman, Bergman, Goldberg, & Lamonsoff, LLP, New York, USAThis is a thorough, easy-to-understand book which is perfect not only for educators and administrators in the field, but also for parents who are newly navigating the often difficult world of special education. As a practicing school psychologist, these are answers to the questions I get asked on an almost daily basis. A wonderful resource! -- Kelly McCabe-Fitch, PhD, School Psychologist and Adjunct Professor of Psychology, Long Island, New York, USADr. Giuliani's book is packed with useful information about Education Law. The book explains complex legal topics in a way that is easy to understand and informative. The FAQ format enables the reader to quickly locate the information they are looking for. This book is a must-have for parents and professionals alike. -- Nicholas J. Agro, Esq., Education Attorney, New York, USAFinally! A comprehensive yet practical, to-the-point, legal reference book for all special education stakeholders: parents, special educators, school administrators, advocates, lawyers, students and academics. Dr. Giuliani has thoughtfully compiled the essential questions about special education law - regarding its substance, process, and practice - that are raised in schools and homes every day, and provided the answers to those questions in a direct and eminently understandable way. The Q&A format keeps this book fresh. I will use it in my practice and in my classroom. -- Matthew J. Delforte, Special Education Attorney, Shebitz Berman Cohen & Delforte, P.C., and Adjunct Professor of Law at Hofstra University School of Law, New York, USATable of ContentsAbout the Author. Acknowledgements. Disclaimer. Preface. 1. Overview of Special Education Law. 2. Requirements for Being a “Parent”. 3. Free Appropriate Public Education (FAPE). 4. Notice of Procedural Safeguards, Prior Written Notice and Consent. 5. Identification, Evaluations, and Independent Educational Evaluations of Children with Suspected Disabilities. 6. Eligibility for Special Education. 7. Related Services. 8. Individualized Education Programs (IEP). 9. The Least Restrictive Environment. 10. Dispute Resolution Options in Special Education. 11. Discipline of Students with Disabilities. 12. Confidentiality of Information and Educational Records. 13. Early Intervention of Infants and Toddlers with Disabilities. 14. Section 504 and the Education of Children with Disabilities. Glossary. References. Index.

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Book SynopsisOver the years, federal courts have dramatically retreated from actively promoting school desegregation. In the meantime, state courts have taken up the mantle of promoting the vision of educational equity originally articulated in Brown v Board of Education. This title analyses why the state courts have taken on this active role.Trade Review"Rebell advances an interesting conceptual model for progressive efforts toward achieving equal educational opportunity in US schools.... Readers' perspectives and ideologies will be challenged and expanded." (Choice)"

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Book SynopsisHow can schools meet the needs of an increasingly diverse population of newcomers? Do bilingual programs help children transition into American life, or do they keep them in a linguistic ghetto? This title explores what national identity means in an age of globalization, transnationalism, and dual citizenship.Trade ReviewTrue American is an impressive synthesis of cultural and legal history, social science research, and literary understanding that look at immigration and the politics of language, language education, and debates about multiculturalism. It uses anecdotes and stories, as well as research, to offer a lively account of the deep issues behind the headlines -- Martha Minow, Jeremiah Smith, Jr. Professor of Law and Dean, Harvard Law SchoolAmerican attitudes toward languages other than English are full of contradictions as we absorb non-English speakers into our stubbornly-monolingual society. We claim that the foreign-born don't learn English, when the loss of the native language is a more widespread problem. Legal scholar Rosemary C. Salomone is among our most astute and thoughtful education observers. In True American, she proves to be an exceptional listener as well. -- Michael Olivas, William B. Bates Distinguished Chair of Law, University of Houston Law CenterTrue American provides an insightful and engaging analysis of debates over language policy in schools that are at the heart of concerns about immigration. Salomone shows that views about immigrant schooling and language in the past are too often romanticized myths. Looking at the present, she sheds light on the complex ways that language policies and educational practices are linked to notions of identity. -- Nancy Foner, Distinguished Professor of Sociology, Hunter College and The Graduate Center, City University of New YorkTrue American should be required reading for those involved in educating the children of immigrants. How can we make sure that they learn English, and still maintain parents' support for their schooling? A further complication is the demand in the world economy for multilingual Americans. Salomone offers wise responses to all these concerns. -- Kenneth Karst, David G. Price and Dallas P. Price Professor of Law Emeritus, University of California, Los AngelesTrue American by Rosemary Salomone is a valuable contribution to this growing field of research. In it, the author skillfully weaves a narrative of U.S. legislative history affecting language education into a solid rebuttal of the numerous myths about bilingualism on which the relevant laws and bills have been premised...Anti-immigrationists brandishing the mythical "problem" of bilingualism continue to fuel vitriolic debates, while reactionary legislation reasserts the prominence of English in education and public life. This, Salomone concludes, is to the detriment of U.S. authorities that have hitherto ignored heritage-language speakers as a potential solution to problems in national security, international trade and the U.S.'s geopolitical standing. -- Darren Paffey * Times Higher Education *True American provides teachers of immigrant students with a vision of an American identity and education that includes language, civic engagement, and a common historical memory. -- L. Lockard * Choice *Table of Contents* Preface * The Symbolic and the Salient * Americanization Past * The New Immigrants * Language, Identity, and Belonging * Rights, Ambivalence, and Ambiguities * Backlash * More Wrongs than Rights * Setting the Record Straight * Looking Both Ways * A Meaningful Education * Notes * Index

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Book SynopsisControversial Supreme Court decisions have barred organized school prayer, but neither the Court nor public policy exclude religion from schools altogether. Tracing the historical development of religion within public schools and considering every major Supreme Court case, this book looks at the role that religion ought to play in public schools.Trade Review"Greenawalt tackles one of the truly intractable problems encountered in applying the Constitution to public life... [He] is refreshingly free of dogmatism. His judgments and conclusions are carefully drawn and nuanced, and he demonstrates how small changes in the facts can produce very different constitutional outcomes. This book will make you think clearly--and show you how."--Publishers Weekly "Greenawalt provides a good jumping-off point, with just enough legal specifics, for further debate on a loaded issue: how to deal with God in public schools."--Kathryn Jean Lopez, New York Post "This is a useful book for anyone wanting to understand the intersection of religion, public education, and constitutional law in the United States... [It] rises to the highest standard one could expect of legal writing on public policy matters. Greenawalt does a good job leading anyone unfamiliar with the issues through a complicated legal, practical, educational, moral, and political thicket."--Thomas F. Powers, Law and Politics Book Review "Teachers, school administrators, and parents will find as much of interest and practical benefit as will scholars in fields such as teacher education, education administration, and school law."--Library Journal "[A]ccessible yet detailed."--Christian Reflection "Greenawalt will strike most readers as a fair-minded moderate... [He] concludes there should be God in the public schools, but only as something to ponder and discuss--never to worship."--David Ruenzel, Teacher MagazineTable of ContentsPreface ix Introduction 1 PART I: HISTORY AND PURPOSES 11 CHAPTER 1: A Brief History of American Public Schools and Religion 13 CHAPTER 2: Purposes of Public School Education 23 PART II: DEVOTIONS, CLUBS, AND TEACHING RELIGION AS TRUE 35 CHAPTER 3: Devotional Practices: Prayer and Bible Reading 37 CHAPTER 4: Moments of Silence 58 CHAPTER 5: Teaching Religious Propositions 64 CHAPTER 6: Equal Facilities 69 PART III: TEACHING ABOUT RELIGION 77 CHAPTER 7: Teaching and Religion in the Public School 79 CHAPTER 8: Teaching Natural Science I: Relation between Science and Religion 88 CHAPTER 9: Teaching Natural Science II: Evolutionism, Creationism, and Intelligent Design 101 CHAPTER 10: Teaching Natural Science III: What Amounts to Teaching Religion? 116 CHAPTER 11: History, Economics, and Literature 126 CHAPTER 12: Morals, Civics, and Comparative Religion 138 CHAPTER 13: Constitutional Constraints and Other Legal Limits 152 PART IV: RIGHTS OF STUDENTS 161 CHAPTER 14: Student Rights to Religious Freedom and to Free Speech on Religious Topics 163 CHAPTER 15: Excusing Students When They or Their Parents Object 174 Notes 189 Index 257

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Book SynopsisThis book reveals the important role lawyers, law, and courts play in struggles over educational resources, especially when it comes to the translation of policy goals into legal claims.Trade Review"[T]his is an excellent book. It introduces and advances an important theoretical concept into the broader debate about social movements, courts, and policy change . . . It should be of interest outside of the law and courts audience and will appeal to those who are more interested in education, social movements, and state and local politics." —David Glick, Rockefeller Center for Public Policy, Dartmouth College"Paris adds considerably to the debate about the impact of courts on social policy. His book replaces the simple 'can courts effect social change?' question with a much more nuanced examination of the roles of courts and lawyers in mobilizing support for social change. I have not come across such a beautifully written piece in quite some time."—Malcolm M. Feeley, University of California, Berkeley"This remarkable book reveals how law is political, not in a cynical or corrupt sense, but in the best sense of politics. Paris shows us how reform lawyers can create political options and opportunities through argument and the very language of law. The result opens up the black box of legal mobilization in a way that few studies do. Here is a robust new perspective on the relationship between law and politics." —Douglas Reed, Georgetown University"In this exhaustively researched and admirably written book, Michael Paris demonstrates the intrinsic synergies between the political mobilization of law and American democracy. Through case studies comparing school finance litigation in New Jersey and Kentucky, Paris shows that school reform litigation produced optimum results when, as was the case in Kentucky, reformers from the outset 'coordinated their lawsuit with broader political strategies . . . [which together] created a favorable environment for bold judicial intervention and sweeping policy change.' His theoretical account of 'legal translation' makes a singular contribution to the literature on law and social movements. A splendid book." —Stuart A. Scheingold, University of Washington

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Book SynopsisTrade ReviewPRAISE FOR THE FIRST EDITION "I would recommend this book to every educator and policymaker in public education. It is a great reference for immediate and comprehensive information on a variety of laws that govern California education."—Sonny H. Da Marto, Superintendent, Turlock Unified School District, Past-President of the Association of California School Administrators"California School Law is a new and different contribution to the California policy scene. The writing is a blend of law and policy that is easy to follow."—Michael Kirst, Professor of Education, Emeritus, Stanford University, President of the California State Board of Education during Governor Jerry Brown's terms in office"Finally, this is the comprehensive, thoughtful, and lucid treatment of California educational law and policy we've been waiting for. The authors not only explain the complex world of California school law with a lawyer's precision, but they make this sometimes arcane topic both lively and compelling with rich examples and from a national perspective."—William S. Koski, Eric and Nancy Wright Professor of Clinical Education, Professor of Law, and Professor of Education (by courtesy), Stanford University

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Book SynopsisAmerican law schools are in deep crisis. Enrollment is down, student loan debt is up, and the profession's supply of high-paying jobs is shrinking. Meanwhile, thousands of graduates remain underemployed while the legal needs of low-income communities go substantially unmet. Many blame overregulation and seek a free market to solve the problem, but this has already been tested. Seizing on a deregulatory policy shift at the American Bar Association, private equity financiers established the first for-profit law schools in the early 2000s with the stated mission to increase access to justice by serving the underserved. Pursuing this mission at a feverish rate of growth, they offered the promise of professional upward mobility through high-tech, simplified teaching and learning. In Law Mart, a vivid ethnography of one such environment, Riaz Tejani argues that the rise of for-profit law schools shows the limits of a market-based solution to American access to justice. Building on theories iTrade Review"Law Mart is a compulsively readable and dark tale of a for-profit law school. The school's stated mission is to provide 'access' and 'innovation' to underserved populations, admitting students with low scores and limited options. Out of sight of students and accreditors is a corporate operation that uses emotional intelligence testing for employees, implements curricular reforms to satisfy nervous investors, and fires and intimidates professors who object to changes they perceive as detrimental to the students. This compelling book raises serious concerns about the permeation of economic imperatives in academia." -- Brian Z. Tamanaha * Washington University School of Law *"Riaz Tejani regards legal education as integral to the democratization of the legal profession, and to democracy itself. Written from that critical starting point, his account of the blurring of public and private interests in for-profit law schools is both searing and subtle – relevant and accessible to anyone interested in higher education, law and contemporary liberalism." -- Carol J. Greenhouse * Princeton University *"Law Mart offers an extremely insightful and smart analysis of for-profit law schools. Tejani's book is a must-read for anyone who cares about the future of the legal profession and its aspirations to make legal education and access to justice a right for all. Given the current conservative political climate of deregulation and laissez-faire capitalism, this book's importance takes on new meaning and significance." -- Eve Darian-Smith, University of California * Santa Barbara *"Tejani's skills as anthropologist and lawyer shine in this incisive account of U.S. for-profit law schools. With deceptive ease, his lucid prose moves us from analyses of the market and the economy, through morality and legal ethics, to deeply-rooted ethnography that takes us into the heart of a malaise in U.S. legal education. This book is a must-read for all those concerned about that malaise." -- Elizabeth Mertz * American Bar Foundation *"Tejani explores the tensions between law, economics, and morality when justice becomes a commodity and higher education is produced en masse. The book weaves narratives and data collected from research on one particular school's operations with analysis of the broader business model's implications across higher education." -- Harvard Law Review"One of the great strengths of Tejani's book is that it is not a simplistic account fo the exploitation of students and academics by financiers seeking egregious profits. Tejani explores how students who would not have qualified for traditional law schools and who would not, on their own, have been able to navigate admissions and financing routes, were helped into law school by New Delta." -- Anthony Bradney * Journal of Law and Society *"This considered and timely study reveals that the attempt to absorb market-based thinking into higher education is fraught...Tejani shows insightfully how the move towards greater diversity within the student body in legal education is a direct outcome of neoliberalism rather than the manifestation of an increased sensibility in favour of social justice, as it is claimed to be.... In highlighting the contradictions inherent in for-profit law schools, Tejani poses the provocative question of how faculty can fulfill their responsibility of socializing students into ethical legal practice when they are implicated in producing a significant moral hazard....I highly recommend this excellent study as it addresses an issue of vital importance to all of us." -- Margaret Thornton * Canadian Journal of Sociology *"By exposing the fallacy of for profit legal education for what it is, Law Mart creates a compelling and absorbing narrative of legal education and the failure of oversight methodologies, and is a damning indictment not only of the industry but also the accreditors who claim to regulate it."––Andrew W. Jurs, St. John's Law ReviewTable of ContentsContents and Abstracts1Enrollment: Precarity, Casualization, and Alternative Admissions chapter abstractChapter 1 presents the recruitment and training practices that fill the new institution with flesh and blood people. This chapter discusses New Delta School of Law's practices of recruitment of faculty and enrollment of students—its techniques for finding the human resources making up its organization. Through the use of various techniques, the school and its parent company generated and maintained managed precarity—a condition whereby teachers and students remain within its purview as employees and clients out of felt necessity more than elective choice. Chapter 1 argues that the operationalization of professional diversity through increased "access" to legal education permitted NDSL to forestall market discipline at a time when many expressed faith in the winnowing function of a legal education free market. 2"Charter Review": Policy as Culture and Ideology chapter abstractChapter 2 gives readers a window onto the corporate "culture" of the proprietary law school. There, it argues that the unique law school culture of NDSL served to hold back community reflection on the moral hazard of for-profit legal education. Through structured repetition and reflection, faculty and staff were taught to embrace the ideology of access rather than dwell on their underlying business model—one that generated millions of dollars annually in "subprime" student debt and transformed them into off-site investor returns. 3The Legal Education Moral Economy Bubble chapter abstractChapter 3 describes the feverish growth of the school in the years following onset of the Great Recession. This sudden growth, leading to logistical problems inadequately prepared for, had immediate effects on the 450 new students brought in as first years in 2011. Nevertheless, as this chapter argues, difficulty meeting investor obligations—rather than any great concern for logistical or pedagogical limitations—would quickly impose a limit to this large burst of entrepreneurial expansion. 4Law School 2.0: Marketing Integration, Educating Investors chapter abstractChapter 4 argues that Legal Education 2.0's emergence had less to do with substantive improvements for law student learning than with pacifying investor fears about the new "crisis" in legal education. Under new professional realities, fourth-tier law schools had to reinvent themselves or risk dissolution. Law Corp, fearful of the investor call on its capital, ordered each of its three schools to develop a new curriculum. At New Delta, the result was a campaign for integrating curriculum soon labeled "Legal Education 2.0." 5Shared Governance in the Proprietary Legal Academy chapter abstractChapter 5 moves from reinvention to survival. It describes in detail how school administration conducted and mediated faculty deliberation and democratic ratification of the revised curriculum proposal. This includes a retelling of the unique manner in which the reforms were ultimately passed and the direct impact this had on governance, academic freedom, and basic feelings of respect and dignity among students and educators in this unique environment. Above all, it suggests, Law Corp officers succeeded in confirming a marketable reform agenda by framing the debate as one between tradition and innovation. 6"They Want the Rebels Gone": Contract Relations in a Fiscal State of Exception chapter abstractChapter 6 describes how this fiscal "state of exception" changed the structure of school governance by altering the terms by which employees were retained. That shift, from customary to contractual security of position, situates this story within the larger context of neoliberal governance and legal culture. On one hand, academic employees were asked to expand their duties into business development. In one notable episode, NDSL sent several professors to Botswana to establish ties with the national bar, train judges and attorneys in common law jurisprudence, and develop this as a new income stream. On the other hand, with threats of a "reduction in force" in the air, NDSL revised its faculty employment terms, resulting in a conflict with and ultimate termination of tenured senior professors. Amid this information's rapid spread on social media, students flew into a panic and began requesting letters of recommendation to transfer out in record numbers. 7The Policy Cascade: Deregulation and Moral Hazard chapter abstractChapter 7 argues the regulatory frameworks governing schools like New Delta have been greatly shaped by the rhetoric of student access. Accepting school officials' narrative that the main hurdle to professional diversity is becoming a lawyer, the scrutiny of key regulatory actors—here the Department of Education and the American Bar Association—has been unable to properly grasp the potential harm for-profit law schools are liable to generate. In other words, these schools may not only produce substantial moral hazard, they may also promote the transmission of moral hazard to a new generation of would-be lawyers often rendered as "officers of the court." Conclusion: The Trouble with Differentiation chapter abstractThe conclusion recaps the book's main themes to reassert its two core claims. The first, directed at legal audiences, says that differentiation by marketization—by exposure to the disciplinary power of free markets—is likely to exacerbate professional inequalities. No longer just a theory, this form of differentiation is indeed already on display at New Delta and its sister schools. Thanks to rollbacks in oversight prompted by both antitrust litigation in the 1990s and regulatory capture in the 2000s, the ABA's relatively hands-off approach to for-profit law programs has allowed them to recruit a diversity of students more freely while offering them a different educational program. As my informants describe, these students enter a local profession that already stigmatizes them for this pedigree. Introduction: Marketing Justice chapter abstractThis chapter introduces Law Mart, an ethnography of for-profit law schools, as a contribution to the anthropology of policy and contemporary legal education crisis and reform debates. It explains the recent historical background to the study in a period of significant "boom and bust" in the law school and legal services sector. The chapter situates this intervention among social studies of legal culture, profession, and education. The introduction then offers the book's two core claims. One, directed at legal audiences, says that differentiation by marketization—by exposure to the disciplinary power of free markets—is likely to exacerbate professional inequalities. The second, directed at anthropologists, underscores how the metaphor of the "market" has come to occupy the imagination of so many, reformers included, in American academic law.

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Book SynopsisThe NAACP's fight against segregated education - the first public interest litigation campaign - culminated in the 1954 Brown decision. While touching on the general social, political, and economic climate in which the NAACP acted, Mark V. Tushnet emphasizes the internal workings of the organization as revealed in its own documents.

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Book SynopsisAnalyzes the current state of the law for each entry point on the pipeline and propose legal theories and remedies to challenge themTrade Review"This startling book begins with the insight that criminal justice processes have come to dominate U.S. social institutions . . . this useful, in-depth guide to education and juvenile justice reform would complement more sociological texts that explore cultural or societal aspects of the pipeline." -- J.S. Montgomery * Choice *"Fills a much‒needed gap in the school‒to‒prison pipeline literature. There is very little information about legal strategies to interrupt the pipeline when you encounter reticent policy‒makers. This book provides just that, and covers all of the bases for doing so. As such, it is an invaluable resource for legal advocates working in the education and juvenile justice fields." -- Randee J. Waldman,Barton Juvenile Defender Clinic, Emory Law"Increasingly, we must understand the production of structural disadvantage through a systems lens that focuses on the relationships between critical institutions rather than viewing them as distinct concerns. This incisive new work targets the interface between our K‒12 educational system and our juvenile and criminal justice systems with a fresh, unflinching account that is invaluable to lawyers, organizers and researchers alike." -- John A. Powell,Executive Director of the Kirwan Institute for the Study of Race and Ethnicity and the Williams Chair in Civil Rights and Civil Liberties, Moritz College of Law, Ohio State University"This book is a real eye-opener. For anyone involved in any way with educating our youth, it is a must-read." * BIZ INDIA *Table of ContentsAcknowledgments Introduction 1 The Right to Education 2 Unlawful Discrimination 3 Students with Disabilities 4 Challenging Suspensions and Expulsions 5 Disciplinary Alternative Schools and Programs 6 Criminalizing School Misconduct 7 Court-Involved Youth and the Juvenile Justice System Conclusion Notes Index About the Authors

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Book SynopsisProvides an in-depth understanding of the intersection of litigation and education vis-a-vis Mexican AmericansTrade ReviewThis book is a significant contribution to the literature on Mexican American activism in education and documents in rich detail the successes and failures of these legal struggles . . . It is highly recommended for scholars, historians, educators, lawyers, and community activists of all colors. * The Journal of American History *Valencia's book breaks new bround in bringing together the many relevant court cases and using critical race theory to explore the intersections of law and education . . . Valencia succeeds in tracing the important legal history associated with Chicano educational rights and convincingly demonstrates how instrumental Chicano activism has been in fostering improvements in Chicano educational opportunities. -- Isaac Cardenas * Journal of American Ethnic History *The longstanding rap on Latino parents, particularly Mexican Americans, is that they are too passive, an old trope from movies and the iconic peasant taking his siesta under a palm tree. But as Valencias detailed book shows, these parents have been resisting school perfidy and indifference for well over a century, even against courts and school boards that have been downright hostile to their claims. I found it fascinating reading, and learned a great deal, even though I thought I had known or read all these cases. I was wrong. He has corrected this record in an authoritative fashion that has set the bar for the rest of us. -- Michael A. Olivas,editor of Colored Men and Hombres AquíIn this book Valencia effectively weaves together a wide variety of large and small, famous and forgotten, Chicano legal challenges to educational discrimination and ties the entire corpus of activism around the concept of critical race theory. This book is successful as a reference work and as a synthesis of critical race scholarship on the varied, confusing tangle of Mexican American educational litigation. . . . Valencias study offers enterprising historians myriad ways in which to engage the increasingly paramount subjects of Mexican American education, race, poverty, and immigration. In this original and laboriously researched book, Valencia successfully communicates the size and complexity of the Mexican American communitys quest for better schoolsand how much more is left for historians to do on this important yet neglected topic. * American Historical Review *Table of ContentsList of Tables and Figures Preface Acknowledgments Introduction: Understanding and Analyzing Mexican American School Litigation 1 School Segregation 2 School Financing 3 Special Education 4 Bilingual Education 5 School Closures 6 Undocumented Students 7 Higher Education Financing 8 High-Stakes Testing Conclusion: Th e Contemporary and Future Status of Mexican American - Initiated School Litigation; What We Have Learned from Th is Legal History Notes References Index About the Author

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Book SynopsisSome sources rank Mexican Americans as one of the most poorly educated ethnic groups in the United States. This title offers a comprehensive look at this community's long-standing legal struggle for better schools and educational equality.Trade ReviewThis book is a significant contribution to the literature on Mexican American activism in education and documents in rich detail the successes and failures of these legal struggles . . . It is highly recommended for scholars, historians, educators, lawyers, and community activists of all colors. * The Journal of American History *Valencia's book breaks new bround in bringing together the many relevant court cases and using critical race theory to explore the intersections of law and education . . . Valencia succeeds in tracing the important legal history associated with Chicano educational rights and convincingly demonstrates how instrumental Chicano activism has been in fostering improvements in Chicano educational opportunities. -- Isaac Cardenas * Journal of American Ethnic History *The longstanding rap on Latino parents, particularly Mexican Americans, is that they are too passive, an old trope from movies and the iconic peasant taking his siesta under a palm tree. But as Valencias detailed book shows, these parents have been resisting school perfidy and indifference for well over a century, even against courts and school boards that have been downright hostile to their claims. I found it fascinating reading, and learned a great deal, even though I thought I had known or read all these cases. I was wrong. He has corrected this record in an authoritative fashion that has set the bar for the rest of us. -- Michael A. Olivas,editor of Colored Men and Hombres AquíIn this book Valencia effectively weaves together a wide variety of large and small, famous and forgotten, Chicano legal challenges to educational discrimination and ties the entire corpus of activism around the concept of critical race theory. This book is successful as a reference work and as a synthesis of critical race scholarship on the varied, confusing tangle of Mexican American educational litigation. . . . Valencias study offers enterprising historians myriad ways in which to engage the increasingly paramount subjects of Mexican American education, race, poverty, and immigration. In this original and laboriously researched book, Valencia successfully communicates the size and complexity of the Mexican American communitys quest for better schoolsand how much more is left for historians to do on this important yet neglected topic. * American Historical Review *Table of ContentsList of Tables and Figures Preface Acknowledgments Introduction: Understanding and Analyzing Mexican American School Litigation 1 School Segregation 2 School Financing 3 Special Education 4 Bilingual Education 5 School Closures 6 Undocumented Students 7 Higher Education Financing 8 High-Stakes Testing Conclusion: Th e Contemporary and Future Status of Mexican American - Initiated School Litigation; What We Have Learned from Th is Legal History Notes References Index About the Author

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Book SynopsisThe standard legal resource for Texas educators.

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Book SynopsisHow universities can navigate affirmative action bans to protect diversity in student admissionsDiversity in higher education is under attack as the Supreme Court considers the future of affirmative action, or race-conscious admissions practices, at American colleges and universities. In On the Basis of Race, Lauren S. Foley sheds light on our current crisis, exploring the past, present, and future of this contentious policy. From Brown v. Board of Education in the mid-twentieth century to the current Students for Fair Admissions v. Harvard and University of North Carolina, Chapel Hill, Foley explores how organizations have resisted and complied with public policies regarding race. She examines how admissions officers, who have played an important role in the long fight to protect racial diversity in higher education, work around the law to maintain diversity after affirmative action is banned. Foley takes us behind the curtain of student admissions, shedding light on how multiple unTrade ReviewA prescient new book... On the Basis of Race offers a blueprint for institutions in the wake of the Supreme Court’s June decision striking down the use of race-conscious admissions. * Inside Higher Ed *From non-discrimination mandates after Brown to bans on affirmative action half a century later, Lauren S. Foley compellingly shows how colleges and universities have worked to both adhere to—and evade—the law governing admissions in higher education. This strikingly original book captures the shift from segregation to civil rights, and from civil rights to ‘diversity,’ using key examples to develop a new theory of legal conflict in the United States. -- Charles R. Epp, author of The Rights Revolution: Lawyers, Activists, and Supreme Courts in Comparative PerspectiveOn the Basis of Race examines how and why progressives and conservatives have fought to expand or limit opportunities for people of color in higher education. Foley shows us how both sides have employed a strategy of ‘resistant compliance’ to achieve their ends, cleverly finding ways to comply with the letter of the law while also taking intentional steps to defy the spirit of the law. -- Jesse H. Rhodes, author of Ballot Blocked: The Political Erosion of the Voting Rights Act

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Book SynopsisHow universities can navigate affirmative action bans to protect diversity in student admissionsDiversity in higher education is under attack as the Supreme Court considers the future of affirmative action, or race-conscious admissions practices, at American colleges and universities. In On the Basis of Race, Lauren S. Foley sheds light on our current crisis, exploring the past, present, and future of this contentious policy. From Brown v. Board of Education in the mid-twentieth century to the current Students for Fair Admissions v. Harvard and University of North Carolina, Chapel Hill, Foley explores how organizations have resisted and complied with public policies regarding race. She examines how admissions officers, who have played an important role in the long fight to protect racial diversity in higher education, work around the law to maintain diversity after affirmative action is banned. Foley takes us behind the curtain of student admissions, shedding light on how multiple unTrade ReviewA prescient new book... On the Basis of Race offers a blueprint for institutions in the wake of the Supreme Court’s June decision striking down the use of race-conscious admissions. * Inside Higher Ed *From non-discrimination mandates after Brown to bans on affirmative action half a century later, Lauren S. Foley compellingly shows how colleges and universities have worked to both adhere to—and evade—the law governing admissions in higher education. This strikingly original book captures the shift from segregation to civil rights, and from civil rights to ‘diversity,’ using key examples to develop a new theory of legal conflict in the United States. -- Charles R. Epp, author of The Rights Revolution: Lawyers, Activists, and Supreme Courts in Comparative PerspectiveOn the Basis of Race examines how and why progressives and conservatives have fought to expand or limit opportunities for people of color in higher education. Foley shows us how both sides have employed a strategy of ‘resistant compliance’ to achieve their ends, cleverly finding ways to comply with the letter of the law while also taking intentional steps to defy the spirit of the law. -- Jesse H. Rhodes, author of Ballot Blocked: The Political Erosion of the Voting Rights Act

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Book SynopsisTrade ReviewThis is a wonderful collection of essays on a topic of great importance: whether there should be a federal right to education. The essays in this volume are written by the top experts in the country and together they make a compelling case that education should be deemed a fundamental right and that only by doing so can we ensure an adequate education for every child. This is scholarship at its best, documenting the problem and showing the path forward. -- Erwin Chemerinsky, Dean and Jesse H. Choper Distinguished Professor of Law, University of California, Berkeley School of LawThis important book examines the pressing issue of how we can actually and at long last deliver on an equity promise in public education to the nation’s students. The debates in these pages merit deep and sustained attention to protect the long recognized public good of educating all people, regardless of background, toward effective civic engagement and participation. Kimberly Jenkins Robinson and her contributors in these pages distill and make accessible competing theories for if and how to proceed, without ever losing focus on what is at stake for children in school and the health of the nation. This book is a must read for anyone who cares about policy for kids. -- Catherine Lhamon, chair, US Commission on Civil Rights and former Assistant Secretary for Civil Rights, US Department of EducationThe raging educational inequities within and between the states call out for a federal right to education. This book provides a helpful overview of the variety of ways this goal might be achieved, and the challenges posed by each of the possible pathways. -- Michael Rebell, Professor and Executive Director, Center for Educational Equity, Teachers College, Columbia University

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