Relevant bibliographies by topics / Public school closings – Law and legislation

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  2. Dissertations / Theses
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Academic literature on the topic 'Public school closings – Law and legislation'

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Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Public school closings – Law and legislation"

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Ноздрачев, Александр, Alyeksandr Nozdrachyev, Влада Лукьянова, and Vlada Lukyanova. "SCHOOL OF ADMINISTRATIVE LAW: COMPARATIVE LAW ASPECT." Journal of Foreign Legislation and Comparative Law 1, no. 5 (December 2, 2015): 0. http://dx.doi.org/10.12737/16121.

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Scientific life at the Institute of Legislation and Comparative Law under the Government of the Russian Federation, which will celebrate its 90th anniversary in 2015, is developing in various ways. Special place is occupied by scientific schools — sustainable community of scientists, developing concepts’ principles and systems, legal regulation mechanisms that ensure consistency and continuity of scientific research results. This article examines the impact of scientific analysis of foreign law and acts of international law on the development of the administrative law science at different development stages of one of the Institute’s oldest scientific schools — the School of Administrative Law. The article demonstrates the possibility of perception of positive scientific results, ideas, views and positions of leading scientists of the School through theory and practice of modern public administration in the process of finding legal solutions for regulation of new phenomena that require streamlining.
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Carnelley, Marita. "Liability for the Payment of Public School Fees." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 14, no. 6 (June 9, 2017): 33. http://dx.doi.org/10.17159/1727-3781/2011/v14i6a2607.

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The author highlights some legal issues regarding the liability of parents and other individuals to pay public school fees in the light of recent judicial precedent, specifically Fish Hoek Primary School v GW 2009 JOL 24624 (SCA). The various possible legal bases for the liability for such fees are examined. In this regard the common law duty to maintain as amended by legislation; contractual liability; and the concepts of household necessaries, stipulatio alteri, negotiorum gestio and unjustified enrichment are considered.
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Cron, Alan H. "From legislation to implementation." Journal of Educational Administration 54, no. 1 (February 1, 2016): 75–91. http://dx.doi.org/10.1108/jea-06-2014-0065.

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Purpose – The purpose of this paper is to examine the leadership practice of an 11-member district team of educators assembled to respond to one of the most comprehensive bullying laws in the nation – the Massachusetts Anti-Bullying Law of 2010. This three-year case study provides school leaders and legislators with an in-depth, fine-grained analysis of how leadership was practiced by a district team of de facto leaders charged with implementing mandatory legislative policy throughout a six-school, 5,000-student, K-12 public school district. Design/methodology/approach – This three-year case study employed an analytical, distributed leadership framework to identify, categorize, and analyze key artifacts used by a team to design and implement system-wide the comprehensive requirements of legislation. Using Weft qualitative data analysis software and the open, axial, and selective coding guidelines of Strauss and Corbin, data from semi-structured interviews and document analysis revealed a number of hidden structural considerations exerting significant influence on the leadership practice of the team. Findings – Findings from this study suggest that leadership is perhaps more fluid than previously theorized. Defining leadership as a force that moves between and among organizational stakeholders (as opposed to a person or position), this study identified a number of structural considerations exerting influence on the leadership practice of a team. Furthermore, this study suggests that foreknowledge of these structural considerations may help to foster organizational learning, to leverage preexisting social and intellectual capital, and to more successfully navigate the requirements of complex organizational change such as legislative mandates and standards-based reform. Research limitations/implications – Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to replicate this study in other school districts or large organizations who are responding to state or federal legislation. Practical implications – The paper includes implications for state and local educational leaders as they struggle with the increased demands of standards-based educational reform. Social implications – This study has implications for those seeking to understand how legislation is received and assimilated by schools as well as those seeking a greater understanding of formal and informal leadership. Originality/value – This paper fulfills an identified need to study how leadership is practiced in response to standards-based state and federal legislation.
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Тиунов, Олег, Olyeg Tiunov, Анатолий Капустин, Anatoliy Kapustin, Саяна Бальхаева, and Sayana Balkhaeva. "THE FORMATION AND DEVELOPMENT OF THE SCIENTIFIC SCHOOL OF INTERNATIONAL PUBLIC LAW." Journal of Foreign Legislation and Comparative Law 1, no. 5 (December 2, 2015): 0. http://dx.doi.org/10.12737/16127.

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This article focuses on the establishment and development of the scientific school of international law in the Institute of Legislation and Comparative Law under the Government of the Russian Federation. It is stated that the preconditions for the formation of the scientific school of international law dated back to the first half of the twentieth century. In this case, briefly reviewed the scientific legacy of the prominent members of the scientific school. A brief review of the main scientific publications is analyzed. It is proved that the study of contemporary issues such as sustainable economic growth, environmental wellbeing, combating international crime and corruption require to be engaged in concerted action the implementation of agreed actions and to develop mutually acceptable approaches and solutions. The development of scientific school of international law is based on the concept of maintaining a system of scientific ideas, representing a contribution to the development of several areas of modern international law and ensuring continuity in science.
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Johnson-Lutz, Hilary R. "Why the CROWN Act of 2020 must be Passed into Law." International Journal of Business and Management Research 8, no. 4 (December 30, 2020): 110–11. http://dx.doi.org/10.37391/ijbmr.080403.

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Black people are often burdened with having to decide between their natural hair and their employment. Media reports of late have uncovered that Black people of all ages and genders have faced the difficult choice of giving in to discrimination of their natural hair in school and at sporting events. The CROWN Act of 2020 was introduced as a response and a way forward in overcoming this burden. Furthermore, this legislation is an effort to educate the general public about the natural hair styles that are often seen as unkempt but are a proud aspect of Black culture. This paper will give the author’s perspective of the significance of this legislation and personal experiences that have formed these views.
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Rotton, James, and Ellen G. Cohn. "Temperature, Routine Activities, and Domestic Violence: A Reanalysis." Violence and Victims 16, no. 2 (January 2001): 203–15. http://dx.doi.org/10.1891/0886-6708.16.2.203.

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It was hypothesized that base rate differences in the number of complaints made during daylight and nighttime hours were responsible for a previously reported, nonlinear relationship between temperature and domestic violence. This hypothesis was tested by subjecting calls for service in 1987 and 1988 in Minneapolis, to moderator-variable regression analyses with controls for time of day, day of the week, season, and their interactions as well as linear trend, major holidays, public school closings, the first day of the month, and other weather variables. Temporal variables explained 75% of the variance in calls for service. As hypothesized, the base rate artifact was responsible for an apparent downturn in violence at high temperatures: Fewer complaints were received during afternoon hours, because they happen to be the warmest time of the day. The results were interpreted in terms of routine activity theory.
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Ward-Lonergan, Jeannene M., and Jill K. Duthie. "The State of Dyslexia: Recent Legislation and Guidelines for Serving School-Age Children and Adolescents With Dyslexia." Language, Speech, and Hearing Services in Schools 49, no. 4 (October 24, 2018): 810–16. http://dx.doi.org/10.1044/2018_lshss-dyslc-18-0002.

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Purpose The purpose of this article is to provide an overview of recent dyslexia legislation and guidelines pertaining to services for students with dyslexia in public school settings and to describe possible implications for speech-language pathologists (SLPs). Method In recent years, there has been increased attention focused on effectively meeting the needs of students with dyslexia nationwide. The Decoding Dyslexia organization has chapters in all 50 states in the nation, and they have been instrumental in promoting public awareness of the importance of improving services for students with dyslexia. As a result, new legislation, policies and guidelines have been introduced and developed in many states. California is an example of 1 state that has recently passed legislation in this area and released guidelines that serve as recommendations related to this law. This article provides a broad overview of recent dyslexia legislation, with more specific information pertaining to recent legislation and guidelines in the state of California. Clinical implications for SLPs who serve this population in school settings are also discussed. Conclusion The information discussed in this article may serve as a useful model for states that are in the process of developing or revising their own policies or guidelines for meeting the needs of students with dyslexia.
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Parfоnova, Olena. "SCHOOL ADMINISTRATION AND MANAGEMENT:APPOINTMENT OF THE EDUCATION MANAGER (CHANGES IN THE LEGISLATION OF UKRAINE)." Educational Discourse: collection of scientific papers, no. 6(6-7) (July 30, 2018): 79–89. http://dx.doi.org/10.33930/ed.2018.5007.6(6-7)-8.

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The head of the educational institution, in particular the school, is the education manager, who is guided by numerous regulations in his day-to-day activities. However, changes in legislation, transitional provisions of the Law of Ukraine "On Education", almost weekly clarifications of the profile ministry, public activity actually removed from the comfort zone of modern school leaders. On the one hand, heads of educational institutions are forced to constantly monitor legislative changes, on the other hand - to work and act in a bureaucratic process of governance.
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Manning, Dwight, and Marilia Kamil. "New legislation in Brazilian music education: Studying the law and its implementation." International Journal of Music Education 35, no. 1 (July 8, 2016): 79–92. http://dx.doi.org/10.1177/0255761415619422.

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In 2008, Brazilian legislators approved a law that added music on a mandatory basis to the basic national school curriculum. Despite the possibilities afforded by this legislation, music educators affirm that many questions remain due to its ambiguity. Given the 2012 deadline for the implementation of this law, there is a need to understand how it was enacted across diverse settings. This study considers the implementation from the perspective of music teachers. Thus, in this interview study, we seek to understand the status of music education throughout the country according to the perspectives of music educators from private and public schools. Such perspectives are situated within reviews of educational history, legislation, policy, and research. Findings point toward the need to (a) address a shortage of music teachers; (b) better define the preparation of professional music educators; and (c) identify pedagogies which are likely to have the greatest impact in implementing this new law.
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Atkins, Peter. "School Milk in Britain, 1900–1934." Journal of Policy History 19, no. 4 (October 2007): 395–427. http://dx.doi.org/10.1353/jph.2008.0000.

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It seems to be generally accepted that school meals played a small but important role in the creation of conceptual and practical space for the first green shoots of the modern welfare state, and that their provision, no matter how modest at the outset, therefore represented a major departure in the history of social policy. As Bentley Gilbert notes: “The passage of the Education (Provision of Meals) Act of 1906, and the Education (Administrative Provisions) Act of 1907, establishing medical inspection in State schools, marked the beginning of the construction of the welfare state. For the historian, feeding was the more important measure, not because it was wider in scope or more beneficial, but simply because it occurred first.” Thus the Liberal party's reforming administration of 1906–14 began with legislation on free school meals and school medical inspection. According to Pat Thane, this “was the first extension from the field of schooling into that of welfare of the principle that a publicly financed benefit could be granted to those in need, free both of charge and of the disabilities associated with the Poor Law,” and Charles Webster suggests that “the foundations were laid for the principle of providing publicly funded welfare benefits for an entire class of recipient without the imposition of the kind of limitations traditionally imposed under the Poor Law.” In more general terms, Ulla Gustafsson has asserted that school meals “inform our understanding of the relationship between the state, the family and children.”
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Dissertations / Theses on the topic "Public school closings – Law and legislation"

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Binggeli, Brian T. "An Analysis of Issues That Helped Shape Florida Public School Accountability Legislation: 1989-2000." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/27237.

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In response to reports alleging an alarming decline in student knowledge and achievement during the last two decades, America has witnessed a revival-like call for higher standards in public education. Driven by a public desire to measure schools and educators based on student achievement, policymakers have moved quickly to create politically expedient accountability reform laws. Research into early attempts show significant difficulties with regard to their political and legal viability. There is evidence to suggest that policymakers must develop a better understanding of the complex issues that surround both the development and implementation of such policies if those policies are to survive inevitable scrutiny and challenge and bring meaningful reform. This study is a descriptive policy analysis tracing the evolution of Floridaâ s efforts since 1989 to bring accountability to public schools and educators based on measured student performance. A rich description of the political, educational, social, and legal issues that have helped shape efforts to craft such legislation is presented. Based on an analysis of the evolution of these reform efforts, implications for policymakers in Florida and other states, as well as the educational community at-large are reported.
Ed. D.
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McCall, Venitta Claudia. "An analysis of the legal rights and responsibilities of Virginia public school educators." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-145010/.

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Zollars, Mary Catherine. "Texas Public School District Legal Costs and Preventive Law Practices." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331664/.

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The purpose of this study was to compare the legal costs of Texas public school districts during the school years 1980-81, 1981-82, and 1982-83 with the preventive law practices utilized by those districts. A survey was made of Texas superintendents' knowledge of school law. The data were contrasted with legal costs and the preventive law practices of the district. Two survey instruments were developed, and the case study approach was utilized. A survey was sent to the 1,101 Texas public school superintendents. The twenty-five item instrument was designed to solicit information regarding the amount of money spent by districts and the types of preventive law practices that school districts use to reduce legal costs. A legal awareness questionnaire was developed and administered to 72 of the 542 superintendents who responded to the first survey instrument. Three school districts were selected to be case study sites. The data from the instruments were analyzed to determine if a relationship existed between a district's legal costs and its preventive law practices, a district's legal costs and the superintendent's knowledge of school law, and a superintendent's knowledge of school law and the district's preventive law practices. The major conclusions of the study were as follows: (1) The larger the school district, the more money the district spends on legal costs. (2) Districts that incorporate preventive law activities do not necessarily have lower legal costs. (3) The differences in legal costs of a district and the types of preventive law activities utilized by the district are generally associated with district size, rather than with the absence of presence of the specific preventive law activity. (4) The legal knowledge possessed by the superintendent does not have an impact on the legal costs of the district. (5) The superintendent's knowledge of school law does not affect the number of preventive law activities used in the district.
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Perry, Charlie Jeff. "Analysis of school board policies relating to the Establishment Clause." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-164725/.

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Nwanne, Andrew Ihielu. "The Perceptions of Public School Principals in the State of Texas Concerning Selected Court Decisions." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330577/.

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The problem of this study was to determine the extent of agreement or disagreement by public school principals in the State of Texas with fifty selected court decisions. The population of the study consisted of all the public school principals in the State of Texas. From this population, a subject of 600 potential respondents was chosen for participation in the study upon the recommendation of the doctoral advisory committee using a random sampling technique. The instrument used in this study was a law questionnaire that was developed in conjunction with Dr. Roosevelt Washington of North Texas State University. The first part of the law questionnaire requested background information from the respondents which was used for the independent variables of the study. The second part of the law questionnaire contained fifty summarized court decisions to which principals were asked to indicate their level of agreement or disagreement.
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Sites, Jeanette Abdoney. "The development of the public school support plan in West Virginia." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/49897.

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The purpose of the study was to trace the historical and legal development of the financial support system for public elementary and secondary education in West Virginia from 1863 through November, 1984. In addition, the study provided a compiled source of data on selected aspects of the West Virginia school support system which had bearing upon the 1975 legislation that successfully challenged the constitutionality of the state school finance system. In the case of Pauley et al. v. Bailey et al., the method of financing public schools in West Virginia was declared unconstitutional on May 11, 1982, and the court directed the Legislature to completely redesign the West Virginia system of public school finance. In order for the educational and legislative leaders to fulfill meeting the court's criteria, an awareness of the changes and carryover of past doctrines and practices into the present situation was deemed to be of great importance. The study provided a historical review of significant legislation and cases affecting the evolution of the West Virginia school finance system. Designated periods of time in education history were presented through the utilization of both a chronological and topical approach. Evaluative criteria, such as equity in funding, adequacy in educational opportunity, efficiency of organization, and formula alterations were incorporated into the study in order to identify the significant changes in the developmental process of school finance.
Ed. D.
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Bushong, Michael J. "Mandated public school curriculum as legislated in each of the fifty states as of July 1, 1988." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720308.

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The primary purpose of the study was to determine the public school curricula, kindergarten through grade twelve, as mandated by the legislature in each of fifty states as of July 1, 1988. A secondary purpose of the study was to determine trends that may be evident through a comparison of the findings of the study with the findings of two earlier studies, the Marconnit study (1966/67) and the Berry study (1977/78). Like the two earlier studies, statutes pertaining to mandated curriculum for each of the fifty states were utilized as the source of the findings.To accomplish the stated purposes, nine questions were posed to serve as the basis of research for the study. The nine questions addressed the following topics: (1) subjects of required instruction, (2) grade levels of instruction, (3) time allotted to instruction, (4) performance objectives associated with a subject, (5) presentation of detailed subject content, (6) geographic, population, or state admittance patterns associated with the subjects, (7) subject related requirements which are unique to individual states, (8) states which have granted complete control of the curriculum to another state entity, and (9) trends which were evident from a comparison of the study findings with the findings of Marconnit (1966/67) and Berry (1977/78).Three hundred ninety-seven subjects were identified in the study. Marconnit (1966/67) identified ninety-nine subjects and Berry (1977/78) identified one hundred ninety-nine subjects. An increase in the number of states specifying grade levels, time allotments, performance objectives, and subject content was also noted. Unlike the two earlier studies, four subjects, government, health, safety education, and fire prevention, were observed to be associated with particular geographic regions. Two hundred thirty-seven subjects were identified as being unique to individual states. Only one state, Montana, was identified as having granted control of the curriculum to another state entity. In comparing the findings of the three studies, the number of subjects contained within six of seven subject categories increased. The six subject categories were: government; economics and geography; basic skills and language; mathematics and science; health, physical education, and safety; and miscellaneous subjects. Only the subject category related to the arts remained relatively constant.
Department of Educational Administration and Supervision
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Lindley, Michael R. "The home schooling movement in the state of Indiana as perceived by public school superintendents." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/437424.

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The purpose of the study was to ascertain and report current attitudes of public school superintendents in Indiana regarding the problems associated with home schooling, and, to recommend solutions to the problems identified. To facilitate reporting the data the study was written in five chapters. Chapter I included an overview that delineated the purpose for the study and organization for subsequent chapters.Chapter II presented a review of related research and literature directly pertaining to the study. Constitutional issues related to the First, Ninth, and Fourteenth Amendments to the United States Constitution were reviewed. The issue of individual rights versus the police power of the state was found to be a balancing act which required careful scrutinization in the courts to protect the rights of individuals and the rights of the state to an educated citizenry.Chapter III contained an explanation of the methods and procedures employed to derive the necessary data. The chapter contained a description of the population, sources of data, methods used in the development of the questionnaire, procedures for collection of the data, and, methods for analysis of the data.Chapter IV presented an analysis of the data collected. The superintendents indicated a 64.83 percent increase from 1982-1985 in home schoolers and future growth was probable. The respondents indicated all home schoolers should be required to register with the Department of Education with hours of attendance, curriculum, and proof of learning monitored by the state.Chapter V provided a summary of the study, findings, conclusions, and recommendations. The findings support the following conclusions:1. Public school superintendents need to recognize the legitimacy of home schools as a legal alternative to public schooling.2. Courts will not support public school superintendents in Indiana when prosecuting home schooling parents for violation of compulsory attendance statutes unless definitive proof exists that no structured education has been provided.3. Compulsory attendance statutes as stated provide for a wide variation of interpretations and may lead to unnecessary litigation.4. Requiring parents to prove teaching competency and establishing minimum state guidelines for home schools would assist in meeting the legislative intent of the compulsory attendance statute.
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Belha, Lori D. Baker Paul J. Lugg Elizabeth T. "Compulsory education and educational reform in Iowa." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819890.

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Thesis (Ed. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 13, 2006. Dissertation Committee: Paul Baker, Elizabeth Lugg (co-chairs), Ramesh Chaudhari, Robert Hall. Includes bibliographical references (leaves 71-73) and abstract. Also available in print.
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Nyoni, Jabulani. "School admissions and principals' craft-competency and craft-literacy in case law compliance." Diss., Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-10022008-132017/.

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Books on the topic "Public school closings – Law and legislation"

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Binder, Reinhart. Die Schulschliessung als Planungsentscheidung: Materiell-, verfahrens- und prozessrechtliche Probleme bei der Schliessung öffentlicher Schulen. Pfaffenweiler: Centaurus, 1985.

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Alexander, Kern. American public school law. 8th ed. Belmont, CA: Wadsworth Cengage Learning, 2012.

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Alexander, Kern. American public school law. 5th ed. Belmont, CA: West/Thomson Learning, 2001.

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Alexander, Kern. American public school law. 6th ed. Belmont, CA: Thomson/West, 2005.

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Alexander, Kern. American public school law. 3rd ed. St. Paul: West Pub. Co., 1991.

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Alexander, Kern. American public school law. 7th ed. Belmont, CA: Wadsworth Cengage Learning, 2009.

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Alexander, Kern. American public school law. 2nd ed. St. Paul: West Pub. Co., 1985.

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Alexander, Kern. American public school law. 4th ed. Belmont, Calif: Wadsworth Pub. Co., 1998.

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Kaye, Donna M. Public school contracts law. Trenton, N.J: New Jersey School Boards Association, 2007.

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Walker, Anne C. Public school choice. Jefferson City, Mo: Missouri House of Representatives, 1989.

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Book chapters on the topic "Public school closings – Law and legislation"

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"Reflections on the Perpetual War: School Closings, Public Housing, Law Enforcement, and the Future of Black Life." In Education at War, 72–84. Fordham University Press, 2020. http://dx.doi.org/10.1515/9780823279111-005.

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Hammel, Alice M., and Ryan M. Hourigan. "The Current Structure of Special Education in Our Schools." In Teaching Music to Students with Special Needs. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780195395402.003.0007.

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Legal wrangling, court decisions, and the timeline of a bill as it becomes law are not always met with public scrutiny or interest. However, there are many seminal moments that have shaped policies, legislation, and litigation in the areas of civil rights and the education of students with special needs. The keystone legislation examined in this chapter has continued to define us as a country and shape our public policy. Influenced by the civil rights movement, parents and advocates of students with special needs learned that true progress for their causes is steeped in the court houses and lawmaking bodies of our states, districts, and in Washington, DC. It is through legislation and litigation that change becomes reality. It was through this paradigm shift that the lives of students with special needs and their families improved. In addition, advocates learned that it is also possible to improve the quality of life for all students. It is through inclusion and an increasingly widened lens when viewing differences and diversity that all students (those with and without special needs) in our schools have the opportunity to learn and grow with those who are different. The path for all, then, is expanded and enriched for the experiences shared through an inclusive and diverse environment. While Linda Brown, and all other students who are African-American are now eligible to attend their neighborhood schools, students with special needs are often bused far from their neighborhoods to be educated with other students because the school system has decided to segregate them according to ability and disability. If Linda had autism today, she might have to ride a bus for an hour and a half (each way) to school every day when her local elementary school is no farther from her home than the Sumner School was in 1951. We clearly still have a long way to go in delineating the rights of all citizens to equal access under the law. The Brown v. Board of Education (1954) case was very important to the cause of those seeking to have students with special needs included in the public schools.
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"public policy, a particularly favoured device in the 1960s and 1970s. Reliance on public policy rationale can be referred to as the ‘grand style’ or the ‘teleological’ approach. Cases may also turn on the form of the statute itself, that is, its internal context. Much of the analysis engaged in here is at the level of the internal. However, never forget the external world context. Judges who rigidly adopt the internal approach are often referred to as formalists. Such judges say that they do not create law, they find it. They find it by following the pathways of the rules of statutory interpretation by moving within the document this is the statute. A closer consideration of the simplest definitions of the rules of statutory interpretation enables the classification of the literal rule as the formalist approach and the mischief rule as the teleological approach. The golden rule, of course, allows one to ignore the formalist approach of the literal rule. It is most likely to result in a teleological approach as the judge, through the golden rule, is released from formalism! (See Figure 3.2, above, in Chapter 3.) 4.8.2 Case study of Mandla v Dowell Lee Read the extract from the judgment of Lord Fraser in the case of Mandla v Dowell Lee [1983] 1 All ER 118 in Appendix 1 and then read and reflect on the following discussion based upon the reading of the judgment as giving examples of formalism and a teleological approach. The case of Mandla v Dowell Lee involved the interpretation of legislative provisions in the Race Relations Act 1976 and went through both appellate courts (the Court of Appeal and the House of Lords) surrounded by much publicity. The crux of the case concerned whether Sikhs constituted an ethnic group and could claim the protection of the Race Relations Act 1976. The Court of Appeal decided that Sikhs did not constitute a racial group and could not claim the protection of the Race Relations Act. It was an unpopular decision, taken two days before Lord Denning MR’s retirement as Master of the Rolls (the senior judge in the Court of Appeal) and caused rioting in the streets before a quick reversal of the Court of Appeal’s decision by the House of Lords. The particular legislative provisions were ss 1 and 3 of the Race Relations Act 1976. Section 3 was the gateway provision. If this section gave Sikhs protection, then the Act applied and the claim under s 1 could be made. More particularly, the entire case revolved around the interpretation of three words. The meaning of the word ‘ethnic’ in s 3 and the meaning of the words ‘can’ and ‘justifiable’ in s 1. The case is a good example of the movement from theoretical rules to their interpretation and application in reality; a movement from rules in books, to the legal construction of reality. It is also a good illustration of the power of the appellate court to determine the meaning of legislation. The facts of the case were that Mr Mandla, a Sikh, wanted his son to go to a private secondary school. The child was offered a place which was subsequently revoked when the father informed the school that the child would not remove his turban as school uniform rules required. The headmaster stated that the rules concerning uniform were rigid and that other Sikh pupils removed turbans during." In Legal Method and Reasoning, 118. Routledge-Cavendish, 2012. http://dx.doi.org/10.4324/9781843145103-91.

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Reports on the topic "Public school closings – Law and legislation"

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Lazonick, William, Philip Moss, and Joshua Weitz. The Unmaking of the Black Blue-Collar Middle Class. Institute for New Economic Thinking Working Paper Series, May 2021. http://dx.doi.org/10.36687/inetwp159.

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In the decade after the Civil Rights Act of 1964, African Americans made historic gains in accessing employment opportunities in racially integrated workplaces in U.S. business firms and government agencies. In the previous working papers in this series, we have shown that in the 1960s and 1970s, Blacks without college degrees were gaining access to the American middle class by moving into well-paid unionized jobs in capital-intensive mass production industries. At that time, major U.S. companies paid these blue-collar workers middle-class wages, offered stable employment, and provided employees with health and retirement benefits. Of particular importance to Blacks was the opening up to them of unionized semiskilled operative and skilled craft jobs, for which in a number of industries, and particularly those in the automobile and electronic manufacturing sectors, there was strong demand. In addition, by the end of the 1970s, buoyed by affirmative action and the growth of public-service employment, Blacks were experiencing upward mobility through employment in government agencies at local, state, and federal levels as well as in civil-society organizations, largely funded by government, to operate social and community development programs aimed at urban areas where Blacks lived. By the end of the 1970s, there was an emergent blue-collar Black middle class in the United States. Most of these workers had no more than high-school educations but had sufficient earnings and benefits to provide their families with economic security, including realistic expectations that their children would have the opportunity to move up the economic ladder to join the ranks of the college-educated white-collar middle class. That is what had happened for whites in the post-World War II decades, and given the momentum provided by the dominant position of the United States in global manufacturing and the nation’s equal employment opportunity legislation, there was every reason to believe that Blacks would experience intergenerational upward mobility along a similar education-and-employment career path. That did not happen. Overall, the 1980s and 1990s were decades of economic growth in the United States. For the emerging blue-collar Black middle class, however, the experience was of job loss, economic insecurity, and downward mobility. As the twentieth century ended and the twenty-first century began, moreover, it became apparent that this downward spiral was not confined to Blacks. Whites with only high-school educations also saw their blue-collar employment opportunities disappear, accompanied by lower wages, fewer benefits, and less security for those who continued to find employment in these jobs. The distress experienced by white Americans with the decline of the blue-collar middle class follows the downward trajectory that has adversely affected the socioeconomic positions of the much more vulnerable blue-collar Black middle class from the early 1980s. In this paper, we document when, how, and why the unmaking of the blue-collar Black middle class occurred and intergenerational upward mobility of Blacks to the college-educated middle class was stifled. We focus on blue-collar layoffs and manufacturing-plant closings in an important sector for Black employment, the automobile industry from the early 1980s. We then document the adverse impact on Blacks that has occurred in government-sector employment in a financialized economy in which the dominant ideology is that concentration of income among the richest households promotes productive investment, with government spending only impeding that objective. Reduction of taxes primarily on the wealthy and the corporate sector, the ascendancy of political and economic beliefs that celebrate the efficiency and dynamism of “free market” business enterprise, and the denigration of the idea that government can solve social problems all combined to shrink government budgets, diminish regulatory enforcement, and scuttle initiatives that previously provided greater opportunity for African Americans in the government and civil-society sectors.
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