The right to_equal_education

The Right To Equal

EducationVivian Kleijnjans

Lindsey Collins

17 1216 1115 1014 913 812 711 610 59 48 37 26 1543

AGE GRADE

Preschool/ Kindergarten

Primary School

Doctoral Degree (3-6 years) Ph.D.

High School (4 years)

Middle School (J unior High) (3 years)

Graduate School

AMERICAN EDUCATIONAL SYSTEM

Elementary School (5 years)

Community College (2 mo. - 2 years)

College/ University (4 years) Undergraduate Degree B.A.,

B.S.

Master's Degree (2-3 years)

Secondary School

Post-Secondary School

What is the Right to Equal Education?

The right to education guarantees every child equal access to quality schools and services without discrimination at every level of education, including quality teachers and curricula, and safe and welcoming school environments that respect human dignity.

Human Right to Education

Equal enjoyment of, and equal access to, educational opportunities and facilities

Compulsory and free primary education Generally available and accessible

secondary education, and equally accessible higher education

Freedom of choice in education, and freedom to establish private institutions

Education Must Be

Available-There must be an adequate number of school buildings, trained teachers receiving competitive

salaries, and teaching materials to meet the needs of all students. In well-

resourced countries like the U.S., there should also be libraries, computers and information technology available for all. Parents should have the right to choose

education for their children

Education Must Be

Accessible- There must be equal access for all to education, especially for the most vulnerable groups in society,

including the poor, immigrants, the disabled, and racially marginalized

groups. This includes physical access to school buildings, as well as economic access—transportation, materials and

any other basic costs must be affordable

Education Must Be

Acceptable- “Education, including curricula and teaching methods, must be acceptable

(relevant, culturally appropriate and of good quality).” Schools must meet standards for health and safety and

discipline must not violate the dignity of the child.

Education Must Be

Adequate- Education must adapt to the needs of students “within their diverse social and cultural settings,” such as students from different class,

racial and cultural backgrounds, students who do not speak the primary

language of the school system, homeless students, students in foster care, and students with disabilities.

Government Obligations

RESPECT by avoiding government action that would cause violations.

PROTECT against other individuals or institutions. FULFILL by taking action to ensure quality education. Guarantee equity and non-discrimination Use the maximum amount of resources available Progressively implement by continuously working

to improve education Monitor the enforcement of human rights Make information available Provide remedies for violations of rights Guarantee effective participation

What Has Gone Wrong?

The US has failed their schools in many ways

› Available Pre-K Education› Adequate funding› Competitive Salaries› Access to Education› Disciplinary policies that respect a child’s

dignity› Adaptable teaching methods› Non-discrimination› Protecting the most vulnerable

Funding

High poverty schools are receiving an average of $1,348 fewer tax dollars per pupil than more affluent districts.

The money spent on schools serving students from low-income families is more likely to fund basic repairs, such as new roofs or asbestos removal, while schools in more affluent districts are more likely to receive funds for educational enhancements such as science laboratories or performing arts centers.

Salaries

Over the last decade, teacher salaries have remained nearly flat, averaging $44,367 in 2003, just about $2,598 above what they were in 1972 (after adjusting for inflation).

Southern states lag behind the nation in teacher pay. Ex: More than 1 in every 3 of Arkansas’ 311 school districts had an average teacher pay below 67% of the national average.

Poor Districts—with high percentages of students of color—usually have the lowest teacher salaries.

Access to Education

By the end of high school, the average African-American or Latino student scores at approximately the same level as the average white 8th grader.

Minority children are less likely to be in gifted and talented programs and are more likely to be in programs for children with mental retardation or emotional or behavioral disturbances.

College enrollment of minorities are behind their white counterparts and

Blacks are much less likely to complete their college education.

Quality Education

The U.S. graduates only 75% of its students as compared to the more than 95% graduation rate common to other industrialized nations.

U.S. performance in Math and Science is also below average. Ex: in the Trends in International Mathematics and Science Study (TIMSS), given to 4th graders in 24 countries, the average score of U.S. students ranks below that of their counterparts in 11 countries including Japan, the Netherlands, and Latvia.

Quality Education

Schools with the highest percentages of minority, limited English proficient and low-income students are more likely to employ beginning teachers and fewer teachers with masters degrees.

Schools whose students are 70% or more low-income are more than twice as likely to be overcrowded as schools whose students are less than 20% low-income.

Teachers in these high minority low-income schools also report inadequate facilities, less availability of textbooks and supplies, fewer administrative supports, and larger class sizes.

Disciplinary Policies

Zero-tolerance policies common in U.S. schools are used to suspend and expel children for minor, non-violent offenses.

Black students are suspended and expelled higher rates than white students and are more frequently referred for subjective offenses such as “disrespect.”

Students are also subjected to abusive or humiliating comments by teachers.

Students who are suspended fall behind academically and are rarely given alternative assignments or allowed to make up missed work.

Students With Disabilities

Students with disabilities were shortchanged 10.6 billion of what was promised in the first year of IDEA

The need for these funds is clear as students with disabilities are less likely to graduate from high school.

12.5% of working age people with disabilities have a bachelor’s degree, compared to the national average of 30.3%.

Homeless Children

87% of homeless youth are enrolled in school and only 77% attend school regularly.

Less than 16% of eligible pre-school aged homeless children are enrolled in preschool programs.

Homeless children are also subject to frequent school transfers.

It is estimated that this disruption causes a child to lose 3-6 months of education with each move.

The human rights standards for education can be useful for reframing how we view and practice educational policy in the U.S.• Rights of every child, not just school or district

performance • Quality and adaptability to diverse needs and

backgrounds• Non-discrimination not only in access, but in

the outcomes and impact of policies• Dignity in school environments• Aims of education toward full development• Right to participation, not just involvement• Government accountability and obligations

The U.S. government must make a firmer commitment to ensuring that every woman, man, youth, and child has equal access to quality education and to other

fundamental human rights dependent upon realization of the

human right to education.