Sentences with phrase «equitable education under»

It was as if our concerns and advocacy for our students were viewed more as nuisances than as ensuring we met our students» right to a fair and equitable education under the Individuals with Disabilities Education Act — commonly called the IDEA law.

Not exact matches

El - Mekki was also a Principal Ambassador Fellow at the U.S. Department of Education under Arne Duncan, and he is the founder of Black Male Educators for Social Justice, a fellowship dedicated to supporting and recruiting more African American men into the teaching profession — a critical component, El - Mekki believes, in creating more equitable schools.

Quality education for new learners: How technology can help ensure relevant and equitable learning opportunities for all young people, bearing in mind that the population of people under 18 in Africa is expected to increase by two - thirds before 2050.

To step back for a moment: Under the leadership of Secretary of Education Richard Riley in the 1990s and his successors, Rod Paige, Margaret Spellings, and Arne Duncan, a bipartisan drive for better and more equitable student outcomes prevailed.

Under the law, these plans are intended to help states think comprehensively and collaboratively about their ESSA programs to ensure equity and excellence for all students, including a fair, equitable, and high - quality education that closes achievement gaps.

They do so today for countless purposes, typically to claim a right to free and edgy speech on T - shirts or banners under the First Amendment, to assert rights to education of the handicapped under the federal Individuals with Disabilities Education Act, and to ask for more school spending under state constitutional provisions that are said to guarantee an equitable or an adequate eeducation of the handicapped under the federal Individuals with Disabilities Education Act, and to ask for more school spending under state constitutional provisions that are said to guarantee an equitable or an adequate eEducation Act, and to ask for more school spending under state constitutional provisions that are said to guarantee an equitable or an adequate educationeducation.

The Dept. of Education released guidance for «fiscal changes and equitable services requirements» under ESSA.

Since 2015, the National Education Policy Center Schools of Opportunity project has identified and celebrated public high schools that have resisted the test - focused craze of the No Child Left Behind era and — rather than buckling under the pressure to focus solely on student outcomes — have made it a priority also to create strong and equitable opportunities for all students to learn.

Now, with the passage of a new, equitable education funding formula and the implementation of Illinois» state plan under the Every Student Succeeds Act (ESSA), the Report Card will soon display additional information on district spending, and school spending, and student growth and performance broken down by demographic subgroups.

By promoting an educational strategy that is exclusionary and discriminatory, DeVos signals that under her leadership, the Department of Education will turn its back on the promise of equitable and accessible public education for all Education will turn its back on the promise of equitable and accessible public education for all education for all students.

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,