Sentences with phrase «race in school admissions»

The footnote had originally represented the city's understanding of a Supreme Court decision precluding the use of race in school admissions decisions.

Not exact matches

The Waldorf School of Baltimore does not discriminate on the basis of sex, race, color, religion, sexual orientation, or national or ethnic origin in the administration of its educational program, admission policies, financial aid policies, employment practices and other school - administered proSchool of Baltimore does not discriminate on the basis of sex, race, color, religion, sexual orientation, or national or ethnic origin in the administration of its educational program, admission policies, financial aid policies, employment practices and other school - administered proschool - administered programs.

Corvallis Waldorf School does not discriminate on the basis of race, color, national or ethnic origin, religion, family structure, sexual orientation, gender identity or expression, abilities, or other legally protected status in the administration of its educational policies, admissions policies, tuition assistance programs, staff hiring, or other school proSchool does not discriminate on the basis of race, color, national or ethnic origin, religion, family structure, sexual orientation, gender identity or expression, abilities, or other legally protected status in the administration of its educational policies, admissions policies, tuition assistance programs, staff hiring, or other school proschool programs.

Prairie Moon Waldorf School is non-sectarian and does not discriminate on the basis of gender, race, color, religion, disability, sexual orientation, or national and ethnic origin in its educational, administrative, admission, athletic, and school programs and polSchool is non-sectarian and does not discriminate on the basis of gender, race, color, religion, disability, sexual orientation, or national and ethnic origin in its educational, administrative, admission, athletic, and school programs and polschool programs and policies.

Prairie Moon Waldorf School does not discriminate on the basis of age, race, sexual orientation, religion, or ethnic background in the admission of students or the hiring of personnel.

Waldorf School of Princeton welcomes students and employees of any color; race; sexual orientation; ethnic, national, cultural, social, or religious backgrounds; and any other characteristic protected by law in its admissions and employment practices, as well as in participation in its programs and events.

Linden Waldorf School does not discriminate on the basis of race, religion, sex, disability, national origin, or any other protected status in its admission policies or in the conduct of educational, recreational, athletic, or scholarship programs.

As high school students mull which classes to take next fall, many are hoping to get a leg up in the college admissions race by choosing «dual enrollment» courses — university - level academics offered at their schools that earn them actual college credit.

Your high school student has enough to stress about in today's super competitive college admissions race without also having to worry about missing...

The British Humanist Association (BHA) has welcomed today's Supreme Court ruling that the admissions criteria to the Jews» Free School (JFS) in Kenton contravene the Race Relations Act 1976, describing the judgment as «of immense importance.»

The British Humanist Association (BHA) has today commented on a Court of Appeal judgment that has found the admissions criteria of the Jewish Free School (JFS) in breach of the Race Relations Act 1976.

Fortunately, the Supreme Court did not eliminate the use of race as a factor in the University of Michigan Law School admissions process (see the full text of the court's decision here).

In June of 2003, a majority of the U.S. Supreme Court ruled that the University of Michigan Law School could consider an applicant's race in making admission decisions (1, 2In June of 2003, a majority of the U.S. Supreme Court ruled that the University of Michigan Law School could consider an applicant's race in making admission decisions (1, 2in making admission decisions (1, 2).

The take - home message was that race could be a determinant, but it could not be the predominant factor, in a school's admissions procedure.

Although the courts said race could be used as a factor in college admissions, many schools are hesitant to employ assertive affirmative action policies.

Liliana Garces, assistant professor of higher education at Pennsylvania State University, said racial diversity has fallen significantly at schools that are barred from considering race as a factor in admissions.

A Sticky Week for College Admissions as Affirmative Action Debate Heats Up (The Christian Science Monitor) Ivy League Schools Brace for Scrutiny of Race in Admissions (The Boston Globe via The Associated Press) Affirmative Action in Higher Education (WOSU) Centering on «Diversity» Ignores the Real Focus of Affirmative Action (The Boston Globe) For Now, Federal Focus On Affirmative Action Centers On Harvard (WBUR) Sometimes, Perceptions of Affirmative Action Don't Mesh With Reality (The Chronicle of Higher Education) Natasha Warikoo weighs in on the Department of Justice's plans to investigate affirmative action in college aAdmissions as Affirmative Action Debate Heats Up (The Christian Science Monitor) Ivy League Schools Brace for Scrutiny of Race in Admissions (The Boston Globe via The Associated Press) Affirmative Action in Higher Education (WOSU) Centering on «Diversity» Ignores the Real Focus of Affirmative Action (The Boston Globe) For Now, Federal Focus On Affirmative Action Centers On Harvard (WBUR) Sometimes, Perceptions of Affirmative Action Don't Mesh With Reality (The Chronicle of Higher Education) Natasha Warikoo weighs in on the Department of Justice's plans to investigate affirmative action in college aAdmissions (The Boston Globe via The Associated Press) Affirmative Action in Higher Education (WOSU) Centering on «Diversity» Ignores the Real Focus of Affirmative Action (The Boston Globe) For Now, Federal Focus On Affirmative Action Centers On Harvard (WBUR) Sometimes, Perceptions of Affirmative Action Don't Mesh With Reality (The Chronicle of Higher Education) Natasha Warikoo weighs in on the Department of Justice's plans to investigate affirmative action in college admissionsadmissions.

He believed that it was a serious civil - rights violation for the city's elite public schools to use race - blind admissions standards, while his own children attended exclusive private schools where money, connections, and «culture» played a major role in the admissions process.

«Strict scrutiny does not permit a court to accept a school's assertion that its admissions process uses race in a permissible way without closely examining how the process works in practice,» Kennedy wrote.

Which interpretation prevails will continue to determine the extent to which public colleges can use race as a factor in admissions decisions, as well as the scope of school districts» efforts to create more integrated schools and classrooms.

The undergraduate plan used a numerical formula for considering race in admissions decisions, while the law school policy considered race as an undefined factor among many criteria.

High school seniors applying to California's public colleges for next fall are waiting to find out if race and gender will be factors in admissions and financial - aid decisions.

We seek to move our work forward in three core areas that, taken together, can substantially reshape the college admissions process for students across race, class and culture, and help young people redefine their priorities, reimagine their high school experiences, and better prepare for ethically engaged and meaningful lives.

In Hopwood, the appellate court held that schools could no longer use race or ethnicity as factors in admissions in Texas, Mississippi, and LouisianIn Hopwood, the appellate court held that schools could no longer use race or ethnicity as factors in admissions in Texas, Mississippi, and Louisianin admissions in Texas, Mississippi, and Louisianin Texas, Mississippi, and Louisiana.

Districts throughout the country are responding in one of two ways: either adopting a race - blind system of admissions, thus converting the magnet to a themed school of choice; or constructing a system whereby race is only one of several factors considered in admission.

The 2002 U.S. Supreme Court decision outlawing the use of racial quotas at the University of Michigan — but approving the use of race as one of many factors in admissions decisions — has had little impact on magnet schools, mainly because most had already abandoned the use of quotas.

In 2001 only the federal appeals court covering the states of Connecticut, New York, and Vermont had upheld the use of race in student assignment or magnet school admissions in school districts not already under court order; it did so on the grounds that the state had a compelling interest in racial diversitIn 2001 only the federal appeals court covering the states of Connecticut, New York, and Vermont had upheld the use of race in student assignment or magnet school admissions in school districts not already under court order; it did so on the grounds that the state had a compelling interest in racial diversitin student assignment or magnet school admissions in school districts not already under court order; it did so on the grounds that the state had a compelling interest in racial diversitin school districts not already under court order; it did so on the grounds that the state had a compelling interest in racial diversitin racial diversity.

The U.S. Supreme Court's agreement last week to take up the legality of race - based admissions in higher education sets the stage for a ruling on affirmative action that is likely to reverberate throughout precollegiate schools as well.

The fact that it is possible that children of group members will not be denied admission to a school based on their race — because they choose an undersubscribed school or an oversubscribed school in which their race is an advantage — does not eliminate the injury claimed.

In essence, the court must decide whether racial diversity in schools is a compelling interest — one that justifies the government's use of race in selecting students for admission to public high schoolIn essence, the court must decide whether racial diversity in schools is a compelling interest — one that justifies the government's use of race in selecting students for admission to public high schoolin schools is a compelling interest — one that justifies the government's use of race in selecting students for admission to public high schoolin selecting students for admission to public high schools.

An important new book, The Diversity Bargain: And Other Dilemmas of Race, Admissions, and Meritocracy at Elite Universities, takes a closer look at students» views about diversity, merit, and race on selective college campuses in the U.S. and the U.K. I sat down with the book's author, my colleague Natasha Warikoo, an Associate Professor at the Harvard Graduate School of Education, for the following intervRace, Admissions, and Meritocracy at Elite Universities, takes a closer look at students» views about diversity, merit, and race on selective college campuses in the U.S. and the U.K. I sat down with the book's author, my colleague Natasha Warikoo, an Associate Professor at the Harvard Graduate School of Education, for the following intervrace on selective college campuses in the U.S. and the U.K. I sat down with the book's author, my colleague Natasha Warikoo, an Associate Professor at the Harvard Graduate School of Education, for the following interview.

In the University of California's first major admissions - policy decision since its board of regents voted in 1995 to end race - based admissions, board members have approved a plan to admit the top 4 percent of students in every graduating high school class in the statIn the University of California's first major admissions - policy decision since its board of regents voted in 1995 to end race - based admissions, board members have approved a plan to admit the top 4 percent of students in every graduating high school class in the statin 1995 to end race - based admissions, board members have approved a plan to admit the top 4 percent of students in every graduating high school class in the statin every graduating high school class in the statin the state.

Early entrance to public school at different levels, admission to gifted programs, curriculum modification, and issues of race and gender are the general issues embodied in the category of educational opportunities (Marquardt & Karnes, 1989).

In 2003, the Supreme Court upheld the University of Michigan Law School's admissions system that takes into account race among a number of factors so long as it is not the defining criteria nor part of a quota system.

Idaho Arts Charter School does not discriminate on the basis of race, color, national origin, sex, age, or disability in admission to its programs, services, or activities, in access to them, in treatment of individuals, or in any aspect of their operations.

Brooke Charter School does not discriminate in admission to, access to, treatment in, or employment in its services, programs and activities, on the basis of race, color or national origin, in accordance with Title VI of the Civil Rights Act of 1964 (Title VI); on the basis of sex, in accordance with Title IX of the Education Amendments of 1972; on the basis of disability, in accordance with Section 504 of the Rehabilitation Act of 1973 (Section 504) and Title II of the Americans with Disabilities Act of 1990 (ADA); or on the basis of age, in accordance with the Age Discrimination in Employment Act of 1974 (ADEA).

In addition, no person shall be discriminated against in admission to Brooke Charter School or in obtaining the advantages, privileges and access to the courses of study and extracurricular activities offered by the School on the basis of race, sex, color, creed, religion, ethnicity, national origin, ancestry, sexual orientation, gender identity or expression, mental or physical disability, age, ancestry, athletic performance, socioeconomic status, housing status or homelessness, special need, proficiency in the English language or a foreign language, or prior academic achievement, as required by federal and state law, including M.G.L. c. 71, § 89 (l); 603 CMR 1.06 (1); M.G.L. c. 76, § 5 and 603 CMR 26.00: Access to Equal Educational OpportunitIn addition, no person shall be discriminated against in admission to Brooke Charter School or in obtaining the advantages, privileges and access to the courses of study and extracurricular activities offered by the School on the basis of race, sex, color, creed, religion, ethnicity, national origin, ancestry, sexual orientation, gender identity or expression, mental or physical disability, age, ancestry, athletic performance, socioeconomic status, housing status or homelessness, special need, proficiency in the English language or a foreign language, or prior academic achievement, as required by federal and state law, including M.G.L. c. 71, § 89 (l); 603 CMR 1.06 (1); M.G.L. c. 76, § 5 and 603 CMR 26.00: Access to Equal Educational Opportunitin admission to Brooke Charter School or in obtaining the advantages, privileges and access to the courses of study and extracurricular activities offered by the School on the basis of race, sex, color, creed, religion, ethnicity, national origin, ancestry, sexual orientation, gender identity or expression, mental or physical disability, age, ancestry, athletic performance, socioeconomic status, housing status or homelessness, special need, proficiency in the English language or a foreign language, or prior academic achievement, as required by federal and state law, including M.G.L. c. 71, § 89 (l); 603 CMR 1.06 (1); M.G.L. c. 76, § 5 and 603 CMR 26.00: Access to Equal Educational Opportunitin obtaining the advantages, privileges and access to the courses of study and extracurricular activities offered by the School on the basis of race, sex, color, creed, religion, ethnicity, national origin, ancestry, sexual orientation, gender identity or expression, mental or physical disability, age, ancestry, athletic performance, socioeconomic status, housing status or homelessness, special need, proficiency in the English language or a foreign language, or prior academic achievement, as required by federal and state law, including M.G.L. c. 71, § 89 (l); 603 CMR 1.06 (1); M.G.L. c. 76, § 5 and 603 CMR 26.00: Access to Equal Educational Opportunitin the English language or a foreign language, or prior academic achievement, as required by federal and state law, including M.G.L. c. 71, § 89 (l); 603 CMR 1.06 (1); M.G.L. c. 76, § 5 and 603 CMR 26.00: Access to Equal Educational Opportunity.

In accordance with Title VI of the Civil Rights Act of 1964 («Title VI»), Title IX of the Education Amendments of 1972 («Title IX»), Section 504 of the Rehabilitation Act of 1973 («Section 504»), Title II of the Americans with Disabilities Act of 1990 («ADA»), and the Age Discrimination Act of 1975 («The Age Act»), applicants for admission and employment, students, parents, employees, sources of referral of applicants for admission and employment, and all unions or professional organizations holding collective bargaining or professional agreements with Capital City Public Charter School («Capital City») are hereby notified that Capital City Public Charter School does not discriminate on the basis of race, color, religion, national origin, sex, age, marital status, personal appearance, sexual orientation, gender identity or expression, familial status, family responsibilities, political affiliation, source of income, or disability in admission or access to, or treatment or employment in, its programs and activitieIn accordance with Title VI of the Civil Rights Act of 1964 («Title VI»), Title IX of the Education Amendments of 1972 («Title IX»), Section 504 of the Rehabilitation Act of 1973 («Section 504»), Title II of the Americans with Disabilities Act of 1990 («ADA»), and the Age Discrimination Act of 1975 («The Age Act»), applicants for admission and employment, students, parents, employees, sources of referral of applicants for admission and employment, and all unions or professional organizations holding collective bargaining or professional agreements with Capital City Public Charter School («Capital City») are hereby notified that Capital City Public Charter School does not discriminate on the basis of race, color, religion, national origin, sex, age, marital status, personal appearance, sexual orientation, gender identity or expression, familial status, family responsibilities, political affiliation, source of income, or disability in admission or access to, or treatment or employment in, its programs and activitiein admission or access to, or treatment or employment in, its programs and activitiein, its programs and activities.

An important criticism of race - based higher education admission preferences is that they may hurt minority students who attend more selective schools than they would in the absence of such

Even though private schools can't discriminate on the basis of race or religion in their admissions, critics say they can skim the highest - performing, least - needy students off the top, using academic and behavioral criteria.

This program includes Maryland's Title VI of the Civil Rights Act of 1964 as amended, Title 20 Subtitle 6 of the State Governor Article, which requires private schools eligible for vouchers to not discriminate in student admissions based on race, color, national origin or sexual orientation.

Recently, the New York City Department of Education's Education Panel (a structure more accustomed to advising than governing) voted to omit a footnote in the city school's admissions policy limiting the use of race as an admissions criteria.

Equitas Academy Schools do not require a parent / legal guardian / student to provide information regarding a student's disability, gender, gender identity, gender expression, nationality, legal or economic status, primary language or English Learner status, race or ethnicity, religion, sexual orientation, or any other characteristic that is contained in the definition of hate crimes set forth in section 422.55 of the Penal Code, or any other information that would violate federal or state law, prior to admission, participation in any admissions or attendance lottery, or pre-enrollment event or process, or as a condition of admission or enrollment.

In 2007 in Parents Involved in Community Schools v. Seattle School District No. 1, the United States Supreme Court invalidated race - conscious plans in Seattle, Washington, and Louisville, Kentucky, finding that explicitly pursuing racial balance in K - 12 schools by using race as a criterion for admission and placement was impermissible under the Constitution's equal protection clausIn 2007 in Parents Involved in Community Schools v. Seattle School District No. 1, the United States Supreme Court invalidated race - conscious plans in Seattle, Washington, and Louisville, Kentucky, finding that explicitly pursuing racial balance in K - 12 schools by using race as a criterion for admission and placement was impermissible under the Constitution's equal protection clausin Parents Involved in Community Schools v. Seattle School District No. 1, the United States Supreme Court invalidated race - conscious plans in Seattle, Washington, and Louisville, Kentucky, finding that explicitly pursuing racial balance in K - 12 schools by using race as a criterion for admission and placement was impermissible under the Constitution's equal protection clausin Community Schools v. Seattle School District No. 1, the United States Supreme Court invalidated race - conscious plans in Seattle, Washington, and Louisville, Kentucky, finding that explicitly pursuing racial balance in K - 12 schools by using race as a criterion for admission and placement was impermissible under the Constitution's equal protection Schools v. Seattle School District No. 1, the United States Supreme Court invalidated race - conscious plans in Seattle, Washington, and Louisville, Kentucky, finding that explicitly pursuing racial balance in K - 12 schools by using race as a criterion for admission and placement was impermissible under the Constitution's equal protection clausin Seattle, Washington, and Louisville, Kentucky, finding that explicitly pursuing racial balance in K - 12 schools by using race as a criterion for admission and placement was impermissible under the Constitution's equal protection clausin K - 12 schools by using race as a criterion for admission and placement was impermissible under the Constitution's equal protection schools by using race as a criterion for admission and placement was impermissible under the Constitution's equal protection clause.

Our schools do not discriminate on the basis of race, color, religion, gender, national origin, disability, sexual orientation, family situation, or political affiliation in administration of its educational policies, admissions policies, scholarship and loan programs, or athletic or other school administered programs.

Relay does not discriminate on the basis of race, color, religion, creed, sex, sexual orientation, national origin, ancestry, age, marital status, citizenship status, veteran status, disability or any other criterion specified by federal, state or local laws, in the administration of its admissions, employment and educational policies or scholarship, loan, and other school - administered programs.

Friendship Public Charter School does not discriminate on the basis of race, color, national origin, sex, age, or disability in admission or access to, or treatment in, its programs and activities.

Our schools do not discriminate on the basis of race, color, national origin or immigration status, sex, disability, age, religion, sexual orientation or preference, gender identity or expression, or any other protected characteristic in its admissions, programming, or activities.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

In the original Brown decision, as well as a more recent case involving race and admissions to universities, a majority of the Court argued that considering race in school assignment constitutional partly because racial integration is an important part of the learning environmenIn the original Brown decision, as well as a more recent case involving race and admissions to universities, a majority of the Court argued that considering race in school assignment constitutional partly because racial integration is an important part of the learning environmenin school assignment constitutional partly because racial integration is an important part of the learning environment.