National Orgs. Directory

Total Page:16

File Type:pdf, Size:1020Kb

National Orgs. Directory Directory of Educational Equity Organizations Overview In 1999, the Women’s Educational Equity Act (WEEA) Resource Center at EDC initiated a collaborative effort to increase public support for an inclusive vision of equitable education. That is, an environment where children can achieve success regardless of gender, race, ethnicity, disability, sexual orientation, or language. As a first step, the WEEA Center convened a meeting on June 25, 1999, of twenty-four organizations committed to education and equity. The purpose of the meeting was to develop a strategy to share resources and coordinate technical assistance, and promote the benefits of educational equity on the national and regional levels. These organizations included federal technical assistance providers, state departments of education, academics, and the following interest areas: research, women, disability, math, science, and technology, vocational education, and higher education. The idea for this directory was conceived at this meeting. It contains information for individuals looking for equity resources, as well as providing an easy way to increase networking and collaboration across issues of gender, race, ethnicity, disability, and language for organizations working on these issues. The directory is divided into state, federal, and regional sections and also includes contact information for the organizations participating in the WEEA Center’s national equity group. We will continue to update and expand this directory. If you have any corrections or additions to the directory or need any additional information, please contact the WEEA Center at (800) 225-3088 or on our TTY line: (800) 354-6798. WEEA Equity Resource Center October 2001 1 State Equity Contacts Title IX of the Education Amendments of 1972, the federal law that prohibits sex discrimination in institutions that receive federal financial assistance, requires each state to appoint a Title IX coordinator. The WEEA Center contacted state departments of education in all 50 states and the District of Columbia to determine whether they had appointed these contacts. Additionally, states may also have contacts for vocational equity (Perkins Act). As you will see, some states have combined all of these responsibilities into one position that they designate as the “state equity contact.” Following is a listing of the contacts provided by the states. Please note that in those instances where states do not appoint a Title IX coordinator, by default that responsibility goes to the chief state education officer (commissioner of education, superintendent of schools, etc). Call your state equity contact to find out: • what your state is doing to meet the requirements of Title IX • who your local coordinator is • how the state can help you promote gender equity in education • how to get help for any compliance or discrimination concerns We will continue to update our lists. Please contact us with any new information. ALABAMA Chief State Education Officer Ed Richardson Superintendent of Education Alabama Department of Education Gordon Pearsons Building 50 North Ripley Street P.O. Box 302101 Montgomery, AL 36130 Tel: (334) 242-9700 Title IX Contact Sherry Key Title IX, Indian Education Alabama Department of Education 50 North Ripley Street Room 5234 P.O. Box 302101 Montgomery, AL 36130 Tel: (334) 242-9108 E-mail: [email protected] Vocational Equity Contact None ALASKA Chief State Education Officer Shirley Halloway Commissioner of Education Alaska Department of Education 2 801 West 10th Street, Suite 200 Juneau, AK 99801-1894 Tel: (907) 465-2802 Title IX Contact Naomi K. Obie Title IX and Vocational Equity Administrator Alaska Department of Education 801 West 10th Street, Suite 200 Juneau, AK 99801-1894 Tel: (907) 465-8728 Fax: (907) 465-3240 E-mail: [email protected] Vocational Equity Contact Coney Denitz 801 West 10th Street, Suite 200 Juneau, AK 99801-1894 Tel: (907) 465-8681 ARIZONA Chief State Education Officer Jaime A. Molera Superintendent of Public Instruction Arizona Department of Education 1535 West Jefferson Street, Bin 2 Phoenix, AR 85007 Tel: (602) 542-3813 Fax: (602) 542-5440 Title IX Contacts Kathryn Stevens Manager, Title IX and Indian Education Arizona Department of Education 1535 West Jefferson Street, Bin 21 Phoenix, AR 85007 Tel: (602) 542-4392 Fax: (602) 542-3050 Joann Hageman Gender Equity Contact Arizona Department of Education 1535 West Jefferson Street, Bin 21 Phoenix, AR 85007 Tel: (602) 542-5357 Vocational Equity Contact Jenny Erwin ARKANSAS Chief State Education Officer Raymond Simon Director, Department of Education Arkansas Department of Education #4 Capitol Mall Little Rock, AR 72201 Tel: (501) 682-4475 3 Title IX Contacts Oliver Dillingham State Equity Contact Arkansas Department of Education #4 Capitol Mall Little Rock, AR 72201 Tel: (501) 682-4245 E-mail: [email protected] Berthenia Gill Title IX and Title IV Contact Arkansas Department of Education #4 Capitol Mall Little Rock, AR 72201 Tel: (501) 682-4245 E-mail: [email protected] Vocational Equity Contact None CALIFORNIA Chief State Education Officer Delaine Eastin State Superintendent of Public Instruction California Department of Education 721 Capitol Mall Sacramento, CA 95814 Tel: (916) 657-2451 Title IX Contact Karen Humphrey Gender Equity Consultant California State Department of Education 660 J Street, Suite 300 Sacramento, CA 95814 Tel: (916) 322-5048 Fax: (916) 322-1757 E-mail: [email protected] Vocational Equity Contact R. Mary Gallet, Ph.D Education Program Consultant California Department of Education Office of Workforce Development, Policy, and Interagency Relations 660 J Street, Suite 300 Sacramento, CA 95814 Tel: (916) 445-5723 Fax: (916) 322-1757 E-mail: [email protected] COLORADO Chief State Education Officer William J. Moloney Commissioner of Education Colorado Department of Education 4 Human Resources Unit 201 E. Colfax Avenue, Room 500 Denver, CO 80203 Tel: (303) 866-6646 Title IX Contact Sue Schafer Colorado Department of Education Regional Services 201 E. Colfax Avenue, Room 508 Denver, CO 80203 Tel: (303) 866-6814 E-mail: [email protected] Vocational Equity Contact None CONNECTICUT Chief State Education Officer Theodore S. Sergi Commissioner of Education Connecticut State Department of Education P.O. Box 2219 Hartford, CT 06145 Tel: (860) 713-6500 Title IX Contact William A. Howe Education Consultant for Multicultural Education and Gender Equity Bureau of Certification & Professional Development Connecticut State Department of Education 165 Capitol Avenue, Room 243, Box 150471 Hartford, CT 06115-0471 Tel: (860) 713-6737 E-mail: [email protected] Vocational Equity Contact None DELAWARE Chief State Education Officer Valerie A. Woodruff Secretary of Education Delaware Department of Education G. Townsend Building P.O. Box 1402 Dover, DE 19903-1402 Tel: (302) 739-4601 Fax: (302) 739-4654 E-mail: [email protected] Title IX Contact Robin Case Education Associate, Gender Equity Curriculum & Instructional Improvement Delaware Department of Education 5 P.O. Box 1402 Federal and Loockerman Streets Dover, DE 19903 Tel: (302) 739-3743 E-mail: [email protected] Vocational Equity Contact None DISTRICT OF COLUMBIA Chief State Education Officer Paul L. Vance Superintendent District of Columbia Public Schools 825 North Capitol Street, N.E Suite 900 Washington, D.C. 20002-4232 Tel: (202) 442-4226 Fax: (202) 442-5026 Title IX Contact Steven Parham District of Columbia Public Schools 852 N. Capitol Street, NE Washington, DC 20004 Tel: (202) 442-5062 E-mail: [email protected] Vocational Equity Contact None FLORIDA Chief State Education Officer Charlie Crist Commissioner of Education Florida Department of Education Turlington Building 325 West Gaines Street Tallahassee, FL 32399-0400 Tel: (85) 487-1785 E-mail: [email protected] Title IX Contact Nancy T. Benda Title IX Coordinator Florida Department of Education 156 Turlington Building 325 West Gaines Street Tallahassee, FL 32399-0400 Tel: (850) 488-6217 E-mail: [email protected] Vocational Equity Contact Leatricia A. Williams 325 West Gaines Street, Room 744 Tallahassee, FL 32399-0400 Tel: (850) 487-8425 GEORGIA 6 Chief State Education Officer Linda C. Schrenko State Superintendent of Schools Georgia Department of Education 205 Jesse Hill Jr. Drive, NE 2066 Twin Towers East Atlanta, GA 30334-5001 Tel: (404) 656-2800 E-mail: [email protected] Title IX Contact Melanie Stockwell Title IX Legal Services Georgia Department of Education 2054 Twin Towers East Atlanta, GA 30334 Tel: (404) 656-4689 Fax: (404) 657-8376 E-mail: [email protected] Vocational Equity Contact Sue Dohrmann Vocational Equity Coordinator Georgia Department of Education 2054 Twin Towers East Atlanta, GA 30334 Tel: (404) 656-3698 Fax: (404) 657-8376 E-mail: [email protected] HAWAII Chief State Education Officer Patricia Hamamoto Superintendent of Education Hawaii Department of Education P.O. Box 2360 Honolulu, HI 96804 E-mail: [email protected] Title IX Contact Thomas Yamashita Title IX Coordinator Hawaii Department of Education P.O. Box 2360 Honolulu, HI 96804 Tel: (808) 586-3322 Or 1390 Miller Street, Room 416 Honolulu, HI 96813 E-mail: [email protected] Vocational Equity Contact None IDAHO Chief State Education Officer Marilyn Howard Superintendent of Public Instruction 7 Idaho Department of Education P.O. Box 83720 Boise, ID 83720-0027 Tel: (208) 332-6800 Title IX Contact Shirley Silver Idaho
Recommended publications
  • OCR Annual Report FY 2017-2018
    U.S. Department of Education Offce for Civil Rights Annual Report to the Secretary, the President, and the Congress Fiscal Years 2017-18 Annual Report to the Secretary, the President, and the Congress U.S. Department of Education Offce for Civil Rights Kenneth L. Marcus, Assistant Secretary March 2020 This report is submitted under Section 203(b)(1) of the Department of Education Organization Act of 1979, Pub. L. No. 96–88, which provides: “The Assistant Secretary for Civil Rights shall make an annual report to the Secretary, the President, and the Congress summarizing the compliance and enforcement activities of the Offce for Civil Rights and identifying signifcant civil rights or compliance problems as to which such Offce has made a recommendation for corrective action and as to which, in the judgment of the Assistant Secretary, adequate progress is not being made.” 20 U.S.C. §3413(b)(1). This report is in the public domain. Authorization to reproduce it in whole or in part is granted. The report’s citation should be: U.S. Department of Education, Offce for Civil Rights Annual Report to the Secretary, the President, and the Congress Under Section 203(b)(1) of the Department of Education Organization Act, FY 2017-18, Washington, DC. This report is also available on the Offce for Civil Rights website at http://www.ed.gov/ocr. Any updates to this report will be available at this website. 2 Office for Civil Rights | Fiscal Years 2017-18 Table of Contents Message from the Assistant Secretary for Civil Rights........................................................................4 Executive Summary and Report Highlights.......................................................................................
    [Show full text]
  • GAO-18-258, Accessible Version, K-12 EDUCATION: Discipline
    United States Government Accountability Office Report to Congression al Requesters March 2018 K-12 EDUCATION Discipline Disparities for Black Students, Boys, and Students with Disabilities Accessible Version GAO-18-258 March 2018 K-12 EDUCATION Discipline Disparities for Black Students, Boys, and Students with Disabilities Highlights of GAO-18-258, a report to congressional requesters Why GAO Did This Study What GAO Found Research has shown that students Black students, boys, and students with disabilities were disproportionately who experience discipline that disciplined (e.g., suspensions and expulsions) in K-12 public schools, according removes them from the classroom are to GAO’s analysis of Department of Education (Education) national civil rights more likely to repeat a grade, drop out data for school year 2013-14, the most recent available. These disparities were of school, and become involved in the widespread and persisted regardless of the type of disciplinary action, level of juvenile justice system. Studies have school poverty, or type of public school attended. For example, Black students shown this can result in decreased accounted for 15.5 percent of all public school students, but represented about earning potential and added costs to 39 percent of students suspended from school—an overrepresentation of about society, such as incarceration and lost 23 percentage points (see figure). tax revenue. Education and Justice are responsible for enforcing federal civil Students Suspended from School Compared to Student Population, by Race, Sex, and rights laws that prohibit discrimination Disability Status, School Year 2013-14 in the administration of discipline in public schools. GAO was asked to review the use of discipline in schools.
    [Show full text]
  • Education in a Pandemic: the Disparate Impacts of COVID-19 on America's Students (PDF)
    Education in a Pandemic: The Disparate Impacts of COVID-19 on America’s Students OFFICE FOR CIVIL RIGHTS Message from the Acting Assistant Secretary In his Executive Order on Supporting the Reopening and Continuing Operation of Schools and Early Childhood Education Providers, President Biden expressed our nation’s commitment to students across the country: “Every student in America deserves a high-quality education in a safe environment.”1 Over the course of the COVID-19 pandemic, so many students have found new ways to continue learning in this challenging time and countless teachers, staff, faculty, administrators, and institutional leaders, along with students’ families, have gone above and beyond to support our students at all educational levels. Yet, this promise of a safe, high-quality education was already out of reach for many students long before the COVID-19 pandemic and could slip further away if we do not act collectively and with attention to equal opportunity for all students. Against this backdrop, this Report responds to President Biden’s Executive Order, and, specifically, to this call to the Assistant Secretary for Civil Rights in the Department of Education: [T]o deliver a report as soon as practicable on the disparate impacts of COVID-19 on students in elementary, secondary, and higher education, including those attending historically black colleges and universities, and Tribal colleges and universities, Hispanic- serving institutions, and other minority-serving institutions.2 The Department’s Office for Civil Rights
    [Show full text]
  • Title Ix Athletics: Accommodating Interests and Abilities
    U.S. Commission on Civil Rights The U.S. Commission on Civil Rights is an independent, bipartisan agency established by Congress in 1957. It is directed to: Investigate complaints alleging that citizens are being deprived of their right to vote by reason of their race, color, religion, sex, age, disability, or national origin, or by reason of fraudulent practices. Study and collect information relating to discrimination or a denial of equal protection of the laws under the Constitution because of race, color, religion, sex, age, disability, or national origin, or in the administration of justice. Appraise federal laws and policies with respect to discrimination or denial of equal protection of the laws because of race, color, religion, sex, age, disability, or national origin, or in the administration of justice. Serve as a national clearinghouse for information in respect to discrimination or denial of equal protection of the laws because of race, color, religion, sex, age, disability, or national origin. Submit reports, findings, and recommendations to the President and Congress. Issue public service announcements to discourage discrimination or denial of equal protection of the laws. Members of the Commission Gerald A. Reynolds, Chairman Abigail Thernstrom, Vice Chair Todd Gaziano Gail Heriot Peter N. Kirsanow Arlan D. Melendez Ashley L. Taylor, Jr. Michael Yaki Martin Dannenfelser, Staff Director U.S. Commission on Civil Rights 624 Ninth Street, NW Washington, DC 20425 (202) 376-8128 (202) 376-8116 TTY www.usccr.gov This report is available on disk in ASCII Text and Microsoft Word 2003 for persons with visual impairments. Please call (202) 376-8110.
    [Show full text]
  • Anti-Zionism As Racism: Campus Anti-Semitism and the Civil Rights Act of 1964
    William & Mary Bill of Rights Journal Volume 15 (2006-2007) Issue 3 Article 4 February 2007 Anti-Zionism as Racism: Campus Anti-Semitism and the Civil Rights Act of 1964 Kenneth L. Marcus Follow this and additional works at: https://scholarship.law.wm.edu/wmborj Part of the Civil Rights and Discrimination Commons Repository Citation Kenneth L. Marcus, Anti-Zionism as Racism: Campus Anti-Semitism and the Civil Rights Act of 1964, 15 Wm. & Mary Bill Rts. J. 837 (2007), https://scholarship.law.wm.edu/wmborj/vol15/ iss3/4 Copyright c 2007 by the authors. This article is brought to you by the William & Mary Law School Scholarship Repository. https://scholarship.law.wm.edu/wmborj ANTI-ZIONISM AS RACISM: CAMPUS ANTI-SEMITISM AND THE CIVIL RIGHTS ACT OF 1964 Kenneth L. Marcus* INTRODUCTION The recent resurgence of anti-Semitic incidents at American colleges and uni- versities' has revealed a significant ambiguity in anti-discrimination law and raised questions regarding the scope of prohibited racial and ethnic discrimination in Ameri- can educational institutions. Title VI of the Civil Rights Act of 1964 (the "1964 Act") prohibits discrimination on the basis of race, color, or national origin in federally funded programs or activities, including most public and private universities but does not explicitly prohibit religious discrimination.2 Since anti-Semitism may be based on ethnic, racial, or religious animus, the question arises as to whether anti- Semitism is covered and to what extent. Recent high-profile incidents of alleged anti- Semitic behavior on American college campuses have focused attention on this ques- tion and on the efforts of federal agencies to answer it.
    [Show full text]
  • Civil Rights Principles for Safe, Healthy, & Inclusive
    ISSUE BRIEF Civil Rights Principles For Safe, Healthy, & Inclusive School Climates Introduction Schools should be places of liberation where every student can thrive and reach their full potential. Three decades of GLSEN research documents the fact that LGBTQ+ students disproportionately experience school climates that are hostile to their overall well-being and educational attainment. This is especially true for LGBTQ+ students who are Black, Indigenous, people of color (BIPOC), transgender, nonbinary, and students with disabilities. All students deserve a K-12 education system that allows them to learn and grow free from harm. In order to achieve that goal, LGBTQ+ students must be afforded the equal opportunity to learn in a liberated and liberating school environment. As the leading national organization working to guarantee LGBTQ+ students a safe and affirming education and as a member of the Leadership Conference on Civil and Human Rights Education Task Force that has convened members to create the Civil Rights Principles for Safe, Healthy, and Inclusive School Climates,1 GLSEN calls on K-12 education policymakers to enact legislation and promulgate regulations that uphold the following principles: 1. Eliminate the presence of school-based law enforcement, including school resource officers, which contributes to the criminalization of LGBTQ+ students 2. Ensure LGBTQ+ student’s right to be free from discrimination in all of its multiple and intersecting forms 3. Ensure LGBTQ+ students are protected from victimization in schools with enumerated anti-bullying and harassment policies 4. Ensure K-12 learning communities are equipped to address childhood trauma, including traumas more frequently experienced by LGBTQ+ students, through evidence-based, trauma-informed care 5.
    [Show full text]
  • Rehabilitation Services Administration Report for Fiscal Years 2016, Report on Federal Activities Under the Rehabilitation Act O
    REHABILITATION SERVICES ADMINISTRATION REPORT FOR FISCAL YEAR 2016 REPORT ON FEDERAL ACTIVITIES UNDER THE REHABILITATION ACT OF 1973, AS AMENDED REHABILITATION SERVICES ADMINISTRATION REPORT FOR FISCAL YEAR 2016 REPORT ON FEDERAL ACTIVITIES UNDER THE REHABILITATION ACT OF 1973, AS AMENDED OCTOBER 2019 OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES U.S. DEPARTMENT OF EDUCATION U.S. Department of Education Betsy DeVos Secretary Office of Special Education and Rehabilitative Services Johnny W. Collett Assistant Secretary Rehabilitation Services Administration Mark Schultz Commissioner October 2019 This report is in the public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be U.S. Department of Education, Office of Special Education and Rehabilitative Services, Rehabilitation Services Administration Report for Fiscal Year 2016, Report on Federal Activities under the Rehabilitation Act of 1973, as Amended, Washington, D.C. On request, this document can be made available in accessible formats, such as braille, large print, and compact disk. For more information, please contact the U.S. Department of Education’s Alternate Format Center at 202-260-0852 or 202-260-0818. This publication is available on the U.S. Department of Education’s website at http://rsa.ed.gov. This document contains contacts and website addresses for information created and maintained by other public and private organizations. This information is provided for the reader’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this outside information. Further, the inclusion of information, addresses, or websites for particular items does not reflect their importance, nor is it intended to endorse any views expressed or products or services offered.
    [Show full text]
  • Slip-Sliding Away
    SLIP-SLIDING AWAY: THE EROSION OF HARD-WON GAINS FOR WOMEN UNDER THE BUSH ADMINISTRATION AND AN AGENDA FOR MOVING FORWARD A Report By The National Women’s Law Center April, 2004 11 Dupont Circle # Suite 800 # Washington, DC 20036 # 202.588.5180 # 202.588.5185 Fax # www.nwlc.org Slip-Sliding Away: The Erosion of Hard-Won Gains for Women Under the Bush Administration and an Agenda for Moving Forward I. INTRODUCTION AND SUMMARY……………………………………………………..…1 II. THE BUSH ADMINISTRATION RECORD…..…………………………………...............12 1. Rolling Back Policies That Guarantee Equal Opportunity for Women at Work……...…12 2. Backtracking on Policies That Guarantee Equal Opportunity for Girls and Women at School………………………………………………………………………………….15 3. Shortchanging Child Care and Other Supports Women Need to Maintain Self-Sufficiency………………………………………………………………………….20 4. Starving Programs Women Need to Pay for Tax Cuts for the Wealthy…………………22 5. Increasing Retirement Insecurity for Women……………………………………………26 6. Sabotaging Policies that Protect Women’s Health and Reproductive Rights……………29 a. The Administration is Restructuring Medicaid and Medicare in Ways That are Harmful to Women, and Its Approach to Covering the Uninsured Will Not Help the Women it is Intended to Reach…………………………………………………..30 b. The Administration is Restricting Access to Reproductive Health Care and Undermining the Constitutional Right to Choose……………………………………33 7. Weakening Efforts to Combat Violence Against Women and Help Its Victims……..….39 8. Failing to Support Our Women in Uniform……………………………………………...41 9. Packing the Courts With Judges Opposed to Women’s Core Legal Rights……………..45 10. Closing and Undermining Government Offices and Expert Advisory Bodies Dedicated to Safeguarding Women’s Interests…………………......................................48 III.
    [Show full text]
  • U.S. Department of Education Office for Civil Rights Annual Report to Congress, Fiscal Years 2001 and 2002. INSTITUTION Office for Civil Rights (ED), Washington, DC
    DOCUMENT RESUME ED 480 745 EA 032 745 TITLE U.S. Department of Education Office for Civil Rights Annual Report to Congress, Fiscal Years 2001 and 2002. INSTITUTION Office for Civil Rights (ED), Washington, DC. PUB DATE 2003-07-00 NOTE 39p.; For the Fiscal Year 2000 report, see ED 460 437. AVAILABLE FROM ED Pubs, Education Publications Center, U.S. Department of Education, P.O. Box 1398, Jessup, MD 20794-1398 (Publication no. EC 0126P). Tel: 877-433-7827 (Toll Free); TDD/TTY: 800- 437-0833 (Toll Free); Fax: 301-470-1244; e-mail: [email protected]; Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://www.ed.gov/about/offices/list/ocr/AnnRpt2OO2/ index.htm1. PUB TYPE Legal/Legislative/Regulatory Materials (090) -- Reports - Descriptive (141) EDRS PRICE EDRS Price MFOl/PC02 Plus Postage. DESCRIPTORS *Access to Education; Accountability; *Civil Rights; *Civil Rights Legislation; Educational Discrimination; Educational Opportunities; Elementary Secondary Education; English (Second Language); *Equal Education; Government Publications; Higher Education; *Nondiscriminatory Education; Parent Rights; Reading Achievement; School Choice; School Security; Vocational Education IDENTIFIERS No Child Left Behind Act 2001 ABSTRACT This report to Congress covers the actions and accomplishments of the Department of Education Office for Civil Rights (OCR) for the period beginning October 1, 2000, and ending September 30, 2002. The first section, titled "Overview of OCR Compliance and Enforcement Program," looks at the Office's organizational structure, complaint resolutions, compliance reviews and other proactive initiatives, monitoring activities, and technical assistance. The next section, "Strategic Priorities," discusses OCR's activities in support of the No Child Left Behind Act, the Office's strategic plan and new statutory responsibilities, and two high-priority commission activities related to opportunities in athletics and the 50th anniversary of the Brown v.
    [Show full text]
  • Letter to U.S. Department of Education
    1. OCR Policies Under Secretary DeVos have eroded protections for students of color, students with disabilities, survivors of sexual assault, and more. Under Secretary of Education DeVos, the Department has undermined rather than protected civil rights. For example, in September 2017, OCR revoked protections for student survivors of sexual violence and adopted new policies that chill and limit survivors’ ability to resolve complaints.1 In June 2017 OCR made procedural changes to limit broad investigations of systemic discrimination.2 In July 2018, the Department put students of color with disabilities at risk by delaying regulations necessary to ensure disability services are provided on an equal basis without regard to a child’s race.3 That same month, under your superintendence, OCR revoked guidance to support schools in diversifying their campuses.4 Meanwhile, alarming incidents of bigotry are proliferating in schools throughout the U.S.5 Long-standing systems of structural inequality continue to prevent students from various backgrounds from receiving equal access to educational opportunities.6 With white supremacist attacks on the rise, including the massacre at a Jewish synagogue in Pittsburgh, the murder of two elderly Black people in Louisville, regular threats and attacks on mosques,7 and white 1 U.S. Department of Education, “Department of Education Issues New Interim Guidance on Campus Sexual Misconduct,” Sept. 22, 2017, https://www.ed.gov/news/press-releases/department-education-issues-new-interim- guidance-campus-sexual-misconduct; Erica Green, “Education Secretary Betsy DeVos Is Sued Over Sexual Assault Guidance,” New York Times, Jan. 25, 2018, https://www.nytimes.com/2018/01/25/us/politics/betsy-devos-sexual- assault-guidelines-lawsuit.html.
    [Show full text]
  • Long COVID Under Section 504 and the IDEA a Resource to Support Children, Students, Educators, Schools, Service Providers, and Families
    Office for Office of Special Education Civil Rights and Rehabilitative Services Long COVID under Section 504 and the IDEA A Resource to Support Children, Students, Educators, Schools, Service Providers, and Families July 2021 Long COVID under Section 504 and the IDEA UNITED STATES DEPARTMENT OF EDUCATION OFFICE FOR CIVIL RIGHTS OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES July 26, 2021 Long COVID under Section 504 and the IDEA: A Resource to Support Children, Students, Educators, Schools, Service Providers, and Families Introduction The COVID-19 pandemic has created significant challenges for schools in meeting the needs of all children and students in early childhood, elementary, secondary, and postsecondary education. These challenges will continue as schools and public agencies1 seek to ensure support and equity for children and students experiencing the long-term adverse health effects of COVID-19, commonly referred to as long COVID. This resource is issued jointly by the U.S. Department of Education’s Office for Civil Rights (OCR) and the Office of Special Education and Rehabilitative Services (OSERS) to provide information about long COVID as a disability and about schools’2 and public agencies’ responsibilities for the provision of services and reasonable modifications to children and students for whom long COVID is a disability. The discussion here focuses on two Federal laws: Section 504 of the Rehabilitation Act of 1973 (Section 504) and Parts B and C of the Individuals with Disabilities Education Act (IDEA).3 This resource has four sections: I. Background Information on Section 504 and IDEA II. What Is Long COVID and What Is Its Impact on Children and Students III.
    [Show full text]
  • Department of Education
    DEPARTMENT OF EDUCATION 400 Maryland Avenue SW 20202 phone 401–3000, fax 401–0596, http://www.ed.gov MARGARET SPELLINGS, Secretary of Education; born in Ann Arbor, MI, November 30, 1957; education: B.A., University of Houston, 1979; professional: education reform commis- sioner under Texas Governor William P. Clements; associate executive director, Texas Associa- tion of School Boards, 1988–94; senior advisor to George W. Bush during his term as Governor of Texas, 1994–2000; as senior adviser, Secretary Spellings created the Texas Read- ing Initiative, the Student Success Initiative to eliminate social promotion, and the nation’s strongest school assessment and accountability system; Domestic Policy Adviser, 2001–05; one of the principal authors of the 2001 No Child Left Behind Act; first mother of school children to serve as Secretary of Education; children: Mary and Grace; nominated by President George W. Bush to become the 8th Secretary of Education on November 17, 2004; confirmed on January 20, 2005. OFFICE OF THE SECRETARY Room 7W301, phone 401–3000, fax 401–0596 Secretary of Education.—Margaret Spellings. Chief of Staff.—David Dunn, 205–9694. Interim Director, Public Affairs.—DJ Nordquist, room 7C105, 401–8459, fax 401–3130. OFFICE OF THE DEPUTY SECRETARY Room 7W310, phone 401–1000, fax 401–3095 Office of Educational Technology.—Susan Patrick, 205–4274. OFFICE FOR CIVIL RIGHTS 550 12th Street SW, Room 5000, 20202–1100, phone 245–6800, fax 245–6840 or 6844 Assistant Secretary.—James Manning (acting). Deputy Assistant Secretary for Enforcement.—David Black (acting). Special Assistant / Legal.—Kimberly Richey, room 6142, 245–6819. Director of: Enforcement, East.—Susan Bowers, room 6094, 245–6798.
    [Show full text]