Sentences with phrase «denied equal education»

The Utica City School District has settled a lawsuit with New York state over allegations that it denied equal education opportunities to some refugee and immigrant students.

Not exact matches

After the council hearing, the group was set to hold a press conference and protest outside the education department's headquarters at the Tweed Courthouse, accusing the DOE and the Public Schools Athletic League (PSAL) or denying schools of color equal access to sports teams.

Although initially sceptical about the need for change, as the blinders are ripped from her eyes Maud realizes she must play her part to secure a brighter future for women across the country — which means equal pay, parental rights for mothers, access to education and a slew of other human rights — all of which she and other women of all social and economic classes were denied.

«For far too long, these schools have continued to deny students an equal - education opportunity and have been struggling, and we need to take more dramatic steps to turn them around,» said Jason Snyder, deputy assistant secretary at the U.S. Department of Eeducation opportunity and have been struggling, and we need to take more dramatic steps to turn them around,» said Jason Snyder, deputy assistant secretary at the U.S. Department of EducationEducation.

In 1964, the Supreme Court ruled in Griffin v. County School Board of Prince Edward County that the County had to reopen its public schools on the grounds that it was still in violation of the Equal Protection Clause of the 14th Amendment.23 By closing its public schools and subsequently subsidizing private academies that only admitted white students, the County, along with the state board of education and state superintendent, continued to deny black students the rights their white peers were provided.

«At - risk children, who are not presently in quality pre-kindergarten educational programs, are being denied their fundamental constitutional right to receive the equal opportunity to a sound basic education.»

In 1954, the Supreme Court in its landmark Brown v. Board of Education decision ruled that separate school facilities based on race are inherently unequal and thus in violation of the 14th Amendment which states, in part: «No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any state deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.»

The data show that decisions adults make are denying these students their civil right to an equal education.»

Finally, he encourages Congress to adopt an «equal education» clause, that states no child in the US will be «denied equal educational opportunity in elementary and secondary education through the lack of a challenging curriculum, well - prepared and effective teachers, and the funding to pay for that education.»

Section 504 of the Rehabilitation Act of 1973 (often referred to as «Section 504») and Title II of the Americans with Disabilities Act of 1990 (Title II) are the federal laws that apply if the harassment denies a student with a disability an equal opportunity to education.

The district must first demonstrate a willingness and desire to address an educational concern that is denying students an opportunity to receive quality instruction, receive equal education opportunity, or benefit from access to schools and all programs within those schools.

In its 2014 lawsuit, the association charged that their exclusion denied charter school students an equal opportunity to a quality education.

Students of color, when educated, were largely denied equal access, and special education did not exist.

The General Assembly, Guided by the purposes and principles of the Charter of the United Nations, and good faith in the fulfilment of the obligations assumed by States in accordance with the Charter, Affirming that indigenous peoples are equal to all other peoples, while recognizing the right of all peoples to be different, to consider themselves different, and to be respected as such, Affirming also that all peoples contribute to the diversity and richness of civilizations and cultures, which constitute the common heritage of humankind, Affirming further that all doctrines, policies and practices based on or advocating superiority of peoples or individuals on the basis of national origin or racial, religious, ethnic or cultural differences are racist, scientifically false, legally invalid, morally condemnable and socially unjust, Reaffirming that indigenous peoples, in the exercise of their rights, should be free from discrimination of any kind, Concerned that indigenous peoples have suffered from historic injustices as a result of, inter alia, their colonization and dispossession of their lands, territories and resources, thus preventing them from exercising, in particular, their right to development in accordance with their own needs and interests, Recognizing the urgent need to respect and promote the inherent rights of indigenous peoples which derive from their political, economic and social structures and from their cultures, spiritual traditions, histories and philosophies, especially their rights to their lands, territories and resources, Recognizing also the urgent need to respect and promote the rights of indigenous peoples affirmed in treaties, agreements and other constructive arrangements with States, Welcoming the fact that indigenous peoples are organizing themselves for political, economic, social and cultural enhancement and in order to bring to an end all forms of discrimination and oppression wherever they occur, Convinced that control by indigenous peoples over developments affecting them and their lands, territories and resources will enable them to maintain and strengthen their institutions, cultures and traditions, and to promote their development in accordance with their aspirations and needs, Recognizing that respect for indigenous knowledge, cultures and traditional practices contributes to sustainable and equitable development and proper management of the environment, Emphasizing the contribution of the demilitarization of the lands and territories of indigenous peoples to peace, economic and social progress and development, understanding and friendly relations among nations and peoples of the world, Recognizing in particular the right of indigenous families and communities to retain shared responsibility for the upbringing, training, education and well - being of their children, consistent with the rights of the child, Considering that the rights affirmed in treaties, agreements and other constructive arrangements between States and indigenous peoples are, in some situations, matters of international concern, interest, responsibility and character, Considering also that treaties, agreements and other constructive arrangements, and the relationship they represent, are the basis for a strengthened partnership between indigenous peoples and States, Acknowledging that the Charter of the United Nations, the International Covenant on Economic, Social and Cultural Rights (2) and the International Covenant on Civil and Political Rights, 2 as well as the Vienna Declaration and Programme of Action, (3) affirm the fundamental importance of the right to self - determination of all peoples, by virtue of which they freely determine their political status and freely pursue their economic, social and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples concerned,