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Religious Schools in Their Efforts to Im DOCUMENT RESUME ED 123 701 95 BA 008 229 AUTHOR' McCune, .Shirley; Matthews,- Martha TITLE Programs for Educatidhal Equity: Schools and ,Affirmative Action. INSTITUTION Office of Education (DHEW), Washington, D.C. REPORT NO DREW -OE -75 -03001 t'UB DATE 75 NOTE 59p. AVAILABLE FROMSuperintendent of Documents, U.S. Government Printing Office, .Washington, D.C. 20402 (Stock No. 017708001457-2; $1.20 EDRS PRICE M-$0.83 HC-$3.50 Plus Postage. DESCRIPT1RS *Affirmative Action.; Definitions; *Educational Discrimination; Elementary Secondary Education; *Employment Practices; *Federal Legislation; *Guidelines; post Secondary Education: *Program- af Development; RacialTiscrimination; Religious Discrimination; Sex biscrimination IDENTIFIERS Civil.Rightv Act 1964; Education Amendments 1972 Title IX ABSTRACT This publication is a revised version of a, monograph that was originally prepared to provide background information for a 1974 conference on affirmative action in employment and education. In its present form, it is intended to provide technical support for schools in their efforts to implvent Title VI of the Civil Rights Act of 1964 and Title IX of the tducational Amendments of 1972. Although the monograph focuses specifically 'on elementary and secondary schools, most of its content can be applied to postsecondary, institutions as well. Separate short sections discuss the origin )nd foundation of affirmative action in employment, the need for armative actionin educational employment, instituting an employment affirmative' action plan, elements of an employment affirmative action pl,an, affirmative action in educational programs, foundations of affirMative action in educational programs,initiating an educational program affirmative action plan, and elements of educational program affirmative action. In addition, the appendix contains sample affirmative action plans for local education agencies, an employer's checklist on equal employment opportunity, and guidelines for evaluating affirmative action plans. (JG) ***********************************************************44********** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * '* reproducibility are often encountered and this 'Affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * via the ERIC Document Reproduction Service (EDRS) .EDRS is not .* * responsible for the quality of the original document. PeproductiOns * * supplied by EDRS are the best that can be made from the original.\* ********************************************************************* Programs for WS Educational Equity Schools and Affirmative Action U.S. Department of Health, Education, and Welfare Office of Education f DHEW Publication No. (OE) 75-03001 a PROGRAMS FOR EDUCATIONAL EQUITY: SCHOOLS AND AFFIRMATIVE ACTION a Shirley McCune I and Martha Matthews U.S. DEPARTMENT OF HEALTH, EDUCATION, ANDWELFARE Caspar W. Weinberger, Secretary Virginia Y. Trotter, Assistant Secretary for Education Office of Education T. H. Bell, Commissioner a S GOVERNMENT PRINTING OFFICE WASHINGTON 1975 ,.rs.tl-1.th ,Iperintendvnt imicnts.I S (,,,,ertmirnt Printing ( v.1,1 a.hino,,ri. I) G.2010 Pri« $1 2P. Biro1, Numhel PI 7 PRO illI,7 2 4 Foreword The National Institute of EducatianNI E) was revisions in the unferenc monograph which re- establishedin1972 to support the policy of the sulted in this monograph. It focuses on education United States to provide every person an equal :igen( iesproviding K-I2 services;however,the opportunity to receive an education of high qual- principles( an he ,ipplied to postsecondary institu- ity ,regardless of race,color,religion, sex, national tions.Programs. for Educational Equityis intended origin, or social class. to provide technical al ,s9-p-Oort to the schools in their Toward that goal, the NIE sponsored a National implementation of title VI of the CiVil Rights Act Confer-en( r nn Schools and Affirmative Action (lur- of 1964, iind title iX of the Educational Amend- ing November )974 in Alexandria, Va. The objec- ments of 1972. tive was to provide an opportunity for dialogue Given the mission of theAIIE to further equity among three groups that are crucial in the delivery in education and the mandate of the USOE to pro- of quality education 'for all learnersteacher prac- vide technical assistance in implementing regula- titioners who work daily to provide quality educa- tions that concern program affirmative action, it is tion, staff from State departments of education who , fitting that the NIE and USOE join in conveying represent the front lines of support for educational Programs. for Educational Equityto the American programs, and FederalofTicililswhose activities education community, most support extend the efforts Of State depart- We thank our colleagues in other Federal offices ments and practitioners. "I'he c'onference focused on and agencies who pr,ided comments on both concepts of affirmative action in educational pro- manuscripts. Ti the athors, Shirley McCune and grams and also onVfirmative ;whorl in employment. Martha Nlatth are especially indebted. A monograph on equitx in educational programs was developed for the ( onference. More than 1,000 copies of. this monograph were distributed in 25 ,Joan E. Duval, PhD. States for training tea( her and State department Director, Women's Program Staff staff in fair policies and practices regarding sex and l'.S. OffitT of Education race in ,c hook. It also has served as resourc r mate- June 11)75 rial in the State legislatures for developing regula- tions and laws targeted at program and emplov- men( Satita G. Schotta, Ph. D. Inearly 1()75, the Women's Program Staff of the Senior Associate U.S. Office of falm ation USOE) suppOrted slight National I,nstitute of Education b) iii Contents Foreword l i t floodlit tion 1 Origin and Foundation of\ ffirmative Action in Emploment 3 'Ihe Need for .\liumative .\( tion in Educational Employment 11 Instituting an Emploment .\finulative .\( tion Plan 13 Elements of an Finplo mew .\ffirinative .\( tion Plan Affirmative .\( Lion in Educational Programs 21 Foundation, of Affirmative .\( tion in Educational Progrants. 23 flow To Initiate an Ethic atf'cinal Progra'm Affirmative Action Plan 25 Elements of -EMI( ational Program .\ffirmative Action 26 Appendixes A. Sample Emplm,ment Affirmative tion Plan for Local Education Agent iv, . 33 B. Sample Echicitional Program Affirmative Action Plan for Local Education Agent irs 40 C. Employer', Chet klist on Equal Employment Opportunity 45 D.( ;ilidcline, for Evaluating an Emploinent'.11firmative Action Plan_ 47 L. Guideline, for Lvaluating:an Educational Program Affirmative Ac- tion Plan 49 F.Office of Federal Contra( t. ComplianceRegional Offic'es 50 G. Equal Emploment Opportunity Commission Regional Offices 51 H. Offi« for Civil Rights, H.LAV. Regional Offices 52 I. Elementary-Secondar Staff Information (EE0.5) 5:3 J. EEOC Complaint Form 55 6 Introduction Ih term "affirmatove at nonfirst entered the oriented pro( edures aimed at the identification and vocabular\ of most edtu ,hors i general refer- orrec nonofdist riminationare developed and cru to corm live measures for reduc mg rat c and applied. sexdisc riminationinprivateernplo\ mem. Among thesethreecategories the manner of passage of significant Federal laws inPri",!, how- initiation of at bon and the scope of activities vary ever, made affirmative at non avital «int ern for accordingtothe requirements ofthe situation; ethic dnas aridpersonsinterestedinequalit \of how is , thetic hnolog\ issimilar whether the educational opportunity and emplo\ went. .1( non is affirmative, corrective, or remedial. Phis legislation mdkes r ph( itthe responsibilit \ In this monograph, the term affirmative action is of the echo'.itionc ()unworn \ froth public and pr.]; used in the latter senseto refer to'the technology van.)to pros id and to maintain programs and which ma \he used affirmatively, correctively, or institutions whit h observe and support basic human remedially.Itisthroqgh the application of this and ( ivil rights ;Ind prim iplet.r of nondis( rimination. technology that programs for educational equity The prim Miesartit elatedintheselaws ma \heactualised. Although the tetm is (mist fre- evolved front a 200-year refinement of 1);c1U Con- mwmis used in reference to employment affirma- stitutional guarantees as defined through State and tive tic tion, it will also extended to describe the Federal,. statutes, legislativehistories, midjuiiicial s\ stcmatic applic ation of similar concepts and pro- decisions. ( edures to theidentification and remediation of The term "affirmative .1( non- is( orrenth used sources of discrimination in the educational pro- in at least three ways: gram of an agency or institution. In this sense, 1. In its broadeste ()we'd, the term affirmative the methodology provides a procedure for institu----' action refers to the concept timt discrimination in tional self-evaluation and the initiation of correc- employment \hrelle( tivelyeliminatedonly tive actions. through the systematic identific ation and mndific.1- Affirmative action begins with the development don of institutional structures that maintain and and implementation of a plan which providesiI perpetuate inequality. Mr( ismandproceduresfor(a)systematic 2. As used by the Federal Covernmentiffirma- idesficatinn of sours esof discriminationin an tiye
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