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As Dr. Cazden further testified:But the extensive expert testimony offered at trial demonstrated that bilingual education must be provided for children unable to learn in English, until each child is capable of making the transition to a regular, English language classroom, if learning disabilities borne out of pervasive historical discrimination are ever to be overcome. Limited English "proficiency", which encompasses reading, writing, and understanding the language, in addition to speech, is the more precise term and will be used in lieu of the phrase "limited English speaking ability" throughout the remainder of this opinion.This civil action was instituted by the United States on March 6, 1970. Opinion for United States v. Ross, 456 U.S. 798, 102 S. Ct. 2157, 72 L. Ed. But it is imperative that students be integrated, irrespective of national origin, throughout the school day, other than when bilingual instruction is in progress.It will be necessary that specific statistical standards be prepared to implement these comprehensive exit criteria. Ex. No state assistance of any kind is available for bilingual programs in grades six through twelve which, as a practical matter, precludes any such programs from being offered in the middle and upper grades.Section 1703(f) was cited as authority for this statement of law.That the defendants' unconstitutional practices have contributed substantially to the special learning problems encountered by Mexican-American children and that vestiges of that past discrimination remain, producing deleterious results today, is uncontested. 20 U.S.C.
Ex. Ex. The Committee’s purpose was to discuss ways for achieving racial harmony and understanding among students, teachers, and patrons. In response to Wynne’s letter, Judge Justice’s December 17, 1971 order clarifies the duties of the Bi-Racial Committee.Judge Justice’s order had far-reaching effects on the Texas public school system and required scrutiny of transfers between districts, prohibited discrimination in extracurricular activities and personnel practices, and mandated yearly reviews of districts with high and low minority populations.In response to Judge Justice’s May 1971 order prohibiting discrimination in extracurricular activities and personnel practices, he received numerous citizen reports of discrimination Complaints sent to Judge Justice were forwarded to the Texas Education Agency for investigation.Citing the likelihood of tension between the Bi-Racial Committee and residents of Tyler, Wynne resigns on December 29, 1971.One task of the Bi-Racial Committee was to investigate complaints and referrals from the school administration, Board of Education, Judge Justice’s court, and the public. Local identification procedures must be monitored by the TEA through on-site verification visits.The preponderance of expert testimony, including that offered by defendants, indicated that exit criteria should be multi-faceted in nature, to ensure that a student is not prematurely excluded from a bilingual program which may be essential for educational success. Ex. The Equal Educational Opportunities Act also requires that appropriate action be taken to overcome language barriers, until such time as students are able to participate equally in regular instructional programs. James Vasquez, Superintendent of the Edgewood Independent School District, testified that "the attitude of kids toward school has improved tremenduously since the implementation of the bilingual programs in our school ÔÇö and there is no doubt in my mind that the kids have become more verbal."
Ex. [3] Some 456 stipulations of fact, agreed to by all parties, were set forth in a single document entitled "STIPULATIONS" and introduced at the opening of trial as Plaintiff-Intervenors' Exhibit 409. Pl.-Int. Ex. Children are present in Texas schools with Anglo surnames who are, in fact, Spanish-speaking. Both the language and cultural heritage of these children were uniformly treated with intolerance and disrespect.The severe educational difficulties which Mexican-American children in Texas public schools continue to experience attest to the intensity of those lingering effects of past discriminatory treatment.
Bilingual instruction is uniquely suited to remedying the special learning problems of these children and preparing them to enjoy equal educational opportunity in the Texas public schools. Several of these forbidden forms of conduct, as described in the subsections of 1703, expressly include an element of intent.
The collection also includes exhibits of the plaintiff, defendant, and government.The United States Court of Appeals for the Fifth Circuit confirmed Justiceâs ruling, but removed his authority to issue orders to districts that were or would be under the jurisdiction of other federal courts in Texas. Ex. The methods used are never validated by TEA or any other state agency. The survey is also to be distributed to other children, based upon staff observation or parental interview. 409, # 1121. Atty. TR 1126-27.
409, # 501.
While conceding that bilingual education for all children in all grades would be desirable in an ideal world, defendants pointed to budgetary constraints and limited availability of bilingual staff as necessitating a more modest approach.
As Dr. Cazden further testified:But the extensive expert testimony offered at trial demonstrated that bilingual education must be provided for children unable to learn in English, until each child is capable of making the transition to a regular, English language classroom, if learning disabilities borne out of pervasive historical discrimination are ever to be overcome. Limited English "proficiency", which encompasses reading, writing, and understanding the language, in addition to speech, is the more precise term and will be used in lieu of the phrase "limited English speaking ability" throughout the remainder of this opinion.This civil action was instituted by the United States on March 6, 1970. Opinion for United States v. Ross, 456 U.S. 798, 102 S. Ct. 2157, 72 L. Ed. But it is imperative that students be integrated, irrespective of national origin, throughout the school day, other than when bilingual instruction is in progress.It will be necessary that specific statistical standards be prepared to implement these comprehensive exit criteria. Ex. No state assistance of any kind is available for bilingual programs in grades six through twelve which, as a practical matter, precludes any such programs from being offered in the middle and upper grades.Section 1703(f) was cited as authority for this statement of law.That the defendants' unconstitutional practices have contributed substantially to the special learning problems encountered by Mexican-American children and that vestiges of that past discrimination remain, producing deleterious results today, is uncontested. 20 U.S.C.
Ex. Ex. The Committee’s purpose was to discuss ways for achieving racial harmony and understanding among students, teachers, and patrons. In response to Wynne’s letter, Judge Justice’s December 17, 1971 order clarifies the duties of the Bi-Racial Committee.Judge Justice’s order had far-reaching effects on the Texas public school system and required scrutiny of transfers between districts, prohibited discrimination in extracurricular activities and personnel practices, and mandated yearly reviews of districts with high and low minority populations.In response to Judge Justice’s May 1971 order prohibiting discrimination in extracurricular activities and personnel practices, he received numerous citizen reports of discrimination Complaints sent to Judge Justice were forwarded to the Texas Education Agency for investigation.Citing the likelihood of tension between the Bi-Racial Committee and residents of Tyler, Wynne resigns on December 29, 1971.One task of the Bi-Racial Committee was to investigate complaints and referrals from the school administration, Board of Education, Judge Justice’s court, and the public. Local identification procedures must be monitored by the TEA through on-site verification visits.The preponderance of expert testimony, including that offered by defendants, indicated that exit criteria should be multi-faceted in nature, to ensure that a student is not prematurely excluded from a bilingual program which may be essential for educational success. Ex. The Equal Educational Opportunities Act also requires that appropriate action be taken to overcome language barriers, until such time as students are able to participate equally in regular instructional programs. James Vasquez, Superintendent of the Edgewood Independent School District, testified that "the attitude of kids toward school has improved tremenduously since the implementation of the bilingual programs in our school ÔÇö and there is no doubt in my mind that the kids have become more verbal."
Ex. [3] Some 456 stipulations of fact, agreed to by all parties, were set forth in a single document entitled "STIPULATIONS" and introduced at the opening of trial as Plaintiff-Intervenors' Exhibit 409. Pl.-Int. Ex. Children are present in Texas schools with Anglo surnames who are, in fact, Spanish-speaking. Both the language and cultural heritage of these children were uniformly treated with intolerance and disrespect.The severe educational difficulties which Mexican-American children in Texas public schools continue to experience attest to the intensity of those lingering effects of past discriminatory treatment.
Bilingual instruction is uniquely suited to remedying the special learning problems of these children and preparing them to enjoy equal educational opportunity in the Texas public schools. Several of these forbidden forms of conduct, as described in the subsections of 1703, expressly include an element of intent.
The collection also includes exhibits of the plaintiff, defendant, and government.The United States Court of Appeals for the Fifth Circuit confirmed Justiceâs ruling, but removed his authority to issue orders to districts that were or would be under the jurisdiction of other federal courts in Texas. Ex. The methods used are never validated by TEA or any other state agency. The survey is also to be distributed to other children, based upon staff observation or parental interview. 409, # 1121. Atty. TR 1126-27.
409, # 501.
While conceding that bilingual education for all children in all grades would be desirable in an ideal world, defendants pointed to budgetary constraints and limited availability of bilingual staff as necessitating a more modest approach.