Thursday, October 1, 2015

Detroit Mercy Law Review Call for Papers

Detroit Mercy is hosting a symposium issues focusing on the past and present challenges in Detroit. Among those is obviously education.  The full announcement is after the jump.

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October 1, 2015 in Scholarship | Permalink | Comments (0)

Friday, September 4, 2015

Recent Scholarship on States' Education Obligations

Mead on voucher programs and state constitutional guarantees

Julie F. Mead (Wisconsin-Madison) explores when does a state's funding of private education voucher programs subvert its constitutional obligations to provide adequately for public education in The Right to an Education or the Right to Shop for Schooling: Examining Voucher Programs in Relation to State Constitutional Guarantees, 42 Fordham Urb. L.J. 703, 704-05 (2015). An excerpt follows:

… The introduction of publicly funded private school choice provisions calls into question what is “public” about “public education.” Distinctions that once were clear--public school versus private school--become blurred. For example, Tony Evers, Wisconsin Superintendent of Public Education, noted that the average private school participating in the Milwaukee Parental Choice Program (MPCP) enrolls more than eighty percent of its students by means of a publicly funded voucher and posed the following question: “If only one in five students enrolled in a choice school pays tuition, then when do choice schools stop being private schools and become something else?” These same statistics prompted the American Civil Liberties Union and Disability Rights Wisconsin to characterize the MPCP participating schools as “private in name only.”

    Whether voucher programs alter the nature of the participating schools from private school to some quasi-public or quasi-private form of school is a provocative question. However, the more important question is what such programs mean for a child's right to an education. State constitutions uniformly make some provision of public education, sketching the contours of that right and directing state legislatures to provide it. As such, the question becomes whether a state's subsidy of private education compromises that state's ability to fulfill its obligation to establish and fund public schools consistent with each state's constitutional mandates. 

Queenan on amending the IDEA to require school districts to consider broader factors for extended school year services

Rosemary Queenan (Albany) discusses the states' criteria for determining whether a disabled student is in need of special education services during the summer in School's Out for Summer-but Should It Be?, 44 J.L. & Educ. 165, 167 (2015). Excerpted from the article: 

States are required to consider the need for extended school year services (ESY services) during the summer months, if necessary, to comply with the Individuals with Disabilities Education Act’s (IDEA) requirement to provide school-age children with disabilities a free appropriate public education. However, the federal regulations do not identify specific factors for determining a child's need for ESY, instead authorizing the states to determine the eligibility standard. As such, the states have established and developed their own criteria for determining whether a disabled student is in need of special education services during the summer. However, questions remain as to the most appropriate factors to be evaluated in assessing eligibility for ESY services, and whether such an assessment should be made based on one factor alone or a variety of factors.

    [This article] provides a comparative analysis of the various factors applied by the local education agencies to determine eligibility to receive ESY services. Based on this comparative analysis, [the article] makes the case that the analysis of whether a child with a disability is eligible for ESY services should be based on a multi-factored analysis, and recommends that the IDEA regulations be amended to require or recommend local school districts to consider multiple factors, including the nature of a child's disability, the rate of progress over the course of the school year, and whether critical skills are emerging.

September 4, 2015 in Scholarship | Permalink | Comments (0)

Tuesday, June 16, 2015

Recent Scholarship on State Voucher Programs, Title IX, and the School-to-Prison Pipeline

Recent scholarship posted on ssrn includes papers on the DOJ's demand that Wisconsin intervene in the treatment of special needs students who use vouchers to attend private schools; the Title IX implications of the the O'Bannon and Northwestern college athletics cases; and the school-to-prison pipeline crisis for Montana's Native American students.

Wendy Fritzen (Georgia State), The Limits of Federal Disability Law: State Educational Voucher Programs, Journal of Law & Education (2015)

The U.S. Department of Justice is currently investigating the state of Wisconsin with respect to its administration of the Milwaukee Parental Choice Program (MPCP), which provides low-income students with public money to attend private schools. Faced with complaints of disability discrimination by private schools accepting voucher students, DOJ has ordered Wisconsin to oversee and police these schools to ensure compliance with Title II of the Americans with Disabilities Act, which applies to states and their agencies, and § 504 of the Rehabilitation Act, which applies to recipients of federal funding. Although conditioning its directive on the state's coverage under these statutes, DOJ in an unprecedented move also strongly hinted that participating schools may themselves be subject to Title II by accepting voucher students. If correct, this contradicts existing agency precedent, has significant implications for states administering voucher programs, and may impose burdens on private schools far beyond Wisconsin's borders. This article evaluates the legal authority for DOJ's directives to Wisconsin and explores the broader question of whether Title II and § 504 obligations attach to the actions of private schools participating in voucher programs.

Melina Angelos Healey (Loyola Chicago), Montana's Rural Version of the School-to-Prison Pipeline: School Discipline and Tragedy on American Indian Reservations, 75 Mont. L. Rev. 15 (Winter 2014)

American Indian adolescents in Montana are caught in a school-to prison pipeline. They are plagued with low academic achievement, high dropout, suspension and expulsion rates, and disproportionate contact with the juvenile and criminal justice systems.  The tragic situation of these children on remote reservations in the Northeast corner of Montana has received far too little attention. This article presents relevant regional data, heretofore largely unexamined, and provides some personal narratives that demonstrate the shocking educational inequities American Indian children suffer in Montana. It also makes recommendations for addressing the problem.

Erin Buzuvis (Western New England), Athletic Compensation for Women Too? Title IX Implications of Northwestern and O'Bannon, Journal of College and University Law

The NCAA has been relying on Title IX requirements to defend its polices prohibiting compensation for college athletics; it argues that paying athletes in revenue sports, coupled with the commensurate obligation under Title IX to pay female athletes, would be prohibitively expensive. As a response to the NCAA’s argument, the Author seeks to advance two positions: first, that Title IX would, as argued by the NCAA, require payment of female athletes using some measure of equality; and, second, that athletes are being exploited by the present system. Ultimately, the Author reframes the application of Title IX to athlete compensation by proposing two alternative outcomes: either college athletics departments could reform their programs by curtailing the ways in which they have become overly commercialized programs and thus avoid the application of antitrust and labor laws, or they could reform themselves by abandoning their connection to education and the subsidy that comes with it.

June 16, 2015 in Scholarship | Permalink | Comments (0)

Monday, May 11, 2015

Recent Scholarship

Below are a few education law articles recently posted on SSRN on teacher tenure, discriminatory state college tuition for undocumented students, public employee speech, and the constitutional standard of review for single-sex schools.

Herman Daniel Hofman, 'Exceedingly [Un]Persuasive' and Unjustified: The Intermediate Scrutiny Standard and Single-Sex Education after United States v. Virginia, Michigan State L.Rev., forthcoming: Although single-sex public schools in the United States were virtually non-existent in the 1980s, the popularity of public single-sex elementary and secondary schools has increased dramatically in the past fifteen years. This increase occurred as a result of a variety of factors, including the deficiencies of coeducational school settings, increasing research showing the benefits of single-sex education, and support by federal law under the No Child Left Behind Act and Department of Education regulations. However, schools attempting to use the educational benefits of single-sex education to provide individualized instruction to their students continue to face the threat of litigation for their well-intentioned efforts. ... The reason for this situation is simple ― Supreme Court cases analyzing the constitutionality of sex class isolations have applied conflicting standards of review. The Supreme Court’s application of the intermediate scrutiny standard has ranged from applying a more demanding intermediate scrutiny standard in some cases to adopting a more relaxed intermediate scrutiny standard in others. ... In order to remedy this problem, the Supreme Court must reaffirm its commitment to the “traditional” intermediate scrutiny standard of review for analyzing single-sex educational programs. As such, in reviewing single-sex educational programs or schools, the Supreme Court should simply analyze (1) whether the state furthers an “important governmental objective” in establishing the school or program; and (2) whether the state’s means are “substantially related to achievement” of this objective. In so doing, the Supreme Court would reconcile its conflicting standards of review with the increasing acceptance of single-sex education programs in popular opinion, federal law, and lower federal courts.

Laura R. McNeal (Brandeis), Total Recall: The Rise and Fall of Teacher Tenure, Hofstra Labor and Employment Law Journal, Vol. 30, 2012-2013: This article will examine the evolution of tenure in K-12 public schools and explore new pathways of protecting teachers from unfair labor practices while advancing education reform. In this article, I argue that the Reauthorization of the Elementary and Secondary Education Act should include an increased federal role in teacher quality through the creation of a uniform teacher evaluation system. Additionally, I will propose a collaborative framework for teachers and school districts that will maintain teacher rights while employing an evaluation system that affords school districts a means for removing ineffective teachers, regardless of their seniority. The larger ambition of this article is to help illustrate that we can create laws that achieve education equity without unfairly targeting or infringing on teachers' employment rights. Part I will explore the evolution of teacher tenure in K-12 schools and the impact on teachers' employment rights. Part II will examine the intersection of school reform and teacher tenure, with a particular emphasis on how reform measures have contributed to the erosion of teacher tenure. Part III will highlight the recent wave of antitenure legislation and discuss the implications for teacher rights in K-12 schools. Part IV will synthesize the current labor law landscape for teachers and argue that the Reauthorization of the Elementary and Secondary Education Act should include procedural safeguards such as a uniform teacher evaluation system to ensure that teacher's employment rights are not violated. Part V will conclude with discussion of the future of teacher tenure in K-12 public schools and the implications for school reform.

David H.K.Nguyen and Zelideh R. Martinez Hoy, 'Jim Crowing' Plyler v. Doe: The Resegregation of Undocumented Students in American Higher Education Through Discriminatory State Tuition and Fee Legislation, Cleveland State Law Review, Vol. 63, No. 2, 201:. This law review article examines the re-segregation of undocumented students in education, more specifically, re-segregation through state laws and policies impacting their attendance at American colleges and universities. Under no fault of their own, undocumented students are marginalized even further after graduating from high school, since they are not afforded the same benefits as their peers to attend college. This article explores the current landscape of these laws and policies after providing background on Plyler v. Doe and state and federal attempts to challenge education for undocumented students.

Michael Toth (Stanford), Out of Balance: Wrong Turns in Public Employee Speech Law, University of Massachusetts Law Review, Vol. 10, No. 2, Forthcoming. From the abstract: Although scholars offer a variety of explanations for the modern Supreme Court’s public employee speech jurisprudence, they share a common presumption. According to the standard account, this article tells the story of how the unconstitutional conditions doctrine, unbeknownst to courts and commentators fixated on Pickering balancing, has been the true driving force behind a major area of First Amendment law for nearly fifty years.[T]he modern era of public employee free speech law began in 1968, with the Court’s adoption of a balancing test in Pickering v. Board of Education. [T]his article argues that Pickering balancing is better characterized as a relic from a bygone era rather than the start of a new one. Balancing was once the Court’s standard method of judging First Amendment claims. When Pickering was decided, however, balancing was under attack. Consistent with the overall demise of free speech balancing, this article shows that the Court began abandoning Pickering balancing the moment the standard was announced. Pickering itself was not decided on balancing grounds, and the public employee speech cases that followed it in the Supreme Court have avoided balancing. When Pickering is put into proper perspective, it is possible to identify an overlooked explanation for the modern Court’s public employee speech rulings. This article tells the story of how the unconstitutional conditions doctrine, unbeknownst to courts and commentators fixated on Pickering balancing, has been the true driving force behind a major area of First Amendment law for nearly fifty years.

May 11, 2015 in Scholarship | Permalink | Comments (0)

Friday, May 1, 2015

Arkansas Law Review Symposium Issue - Education: The New Civil Right

The Arkansas Law Review's education symposium issue with articles discussing the theme “Education: The New Civil Right,” 68 Ark. L. Rev. 83, 100 (2015), is now available on Westlaw and Lexis. Excerpted from the symposium issue’s introduction:

Peter C. Alexander, Seeking Educational Equality in the North: The Integration of the Hillburn School System, describes his family's effort, alongside then-attorney Thurgood Marshall and the National Association for the Advancement of Colored People, to integrate a school system in the North before Brown.

Jose' Felipe' Anderson urges the federal courts to get more involved in ensuring educational equity through the equal protection clause in "Law Is Coercion": Revisiting Judicial Power to Provide Equality in Public Education.

Linda Sheryl Greene, The Battle for Brown, proposes that full citizenship includes the constitutional right to education.

Regina Ramsey James, How to Fulfill a Broken Promise: Revisiting and Reaffirming the Importance of Desegregated Equal Educational Access and Opportunity, contends that the Supreme Court must recognize education as a fundamental right in order to force states to provide equal educational access to minority children.

Bethany J. Peak, Militarization of School Police: One Route on the School-to-Prison Pipeline, analyzes the connection between school militarization and the school-to-prison pipeline. Peak compares the structure and duties of school police and describes the twenty-six school districts across the country that have acquired military equipment through the Department of Defense's 1033 Program. She concludes schools become militarized in three ways: (1) through the placement of permanent police officers in schools; (2) through the acquisition of military-grade weaponry by school police departments; and (3) through the performance of unannounced drills at schools using actual weapons.

Ellen Marrus, Education in Black America: Is It the New Jim Crow?, discusses the limited opportunities for African American youth educated from the foster care system, juvenile or adult locked prison institutions, or caught in the net of juvenile justice programs.

Janel A. George, Stereotype and School Pushout: Race, Gender, and Discipline Disparities, discussing how race and gender bias uniquely impact and undermine the educational experiences and outcomes of African American girls.

Tracie R. Porter, The School-to-Prison Pipeline: The Business Side of Incarcerating, Not Educating, Students in Public Schools, examines the incarceration of youth, discussing how the private prison industry and government organizations benefit and their disinterest in educating youth in public schools. 

May 1, 2015 in Scholarship | Permalink | Comments (0)

Monday, April 27, 2015

The Child's Interest to Be Free From Homeschooling

Two years, ago Josh Powell caught national media attention with his attempts to enroll in Buckingham County Public Schools.  He had been homeschooled for years and, under the permissive homeschool rules in the state, had managed to learn relatively little.  The things he claimed to not know and the learning experiences he claimed to not have had were shocking.  
His story also struck a chord with a Georgetown law student, who reached out to him to learn more of his story.  That law student,  Carmen Green, has now published a thorough analysis of home school statutes from the prospect of the student and proposes solutions for students like Josh Powell.  See Educational Empowerment: A Child's Right to Attend Public School, 103 Geo. L.J. 1089, 1094 (2015).  Her roadmap of the article is as follows:

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April 27, 2015 in Scholarship | Permalink | Comments (0)

Thursday, April 9, 2015

New Book on Education Policy: Race to the Bottom: Corporate Reform and the Future of Public Education

The Washington Post has a summary of a new book, Race to the Bottom: Corporate Reform and the Future of Public Education (Apr. 2015) by Michael V. McGill, professor of school leadership at Bank Street College of Education and former superintendent of the Scarsdale, NY schools. In his summary, McGill challenges the modern school reform movement's "silver bullet strategies" that have produced only modest gains in raising standardized test scores and closing achievement gaps. These efforts, he argues, have only succeeded in creating a divisive environment that has undermined the quality of education. Among some concrete suggestions for invigorating educators and school districts, Professor McGill proposes three broad areas of change for education policy:

  1. recognizing that a strategy of audit and control cannot produce the results of the same quality that human development can, let alone liberate the talent necessary to create an education for the 21st century;
  2. offset economic disparities and racial discrimination through adequate education funding; and
  3. re-engaging the partners in the education enterprise—governments, localities, universities, the research community—in relationships that are both authentic and reciprocal, so that the parties respect and draw on each other’s wisdom and energy.

Read Professor McGill's summary of Race to the Bottom here.

April 9, 2015 in News, Scholarship | Permalink | Comments (0)

Friday, March 20, 2015

Nance on Student, Police, and the School-to-Prison Pipeline

Professor Jason P. Nance (Florida) has posted Student, Police, and the School-to-Prison Pipeline, Washington University Law Review, forthcoming, on SSRN here. In his article, Nance empirically reinforces informal observations about the growing use of police in schools: that more children are ending up in the criminal justice system for infractions that would have been resolved previously without police officers. Lawmakers. parents, and school boards pressed for laws to increase the presence of police officers to protect students from mass gun violence, such as the attacks in Columbine and Sandy Hook. But laws intended to protect students from gun violence and external threats has resulted in law enforcement being overused as a first response to internal rule breaking. Nance argues that "not enough attention has been given to the potential negative consequences that these new laws may have on students and the school-to-prison pipeline." Below is an excerpt from Student, Police, and the School-to-Prison Pipeline:

Drawing on recent restricted data from the U.S. Department of Education, this Article presents an original empirical analysis revealing that a police officer’s regular presence at a school significantly increases the odds that school officials will refer students to law enforcement for various offenses, including these lower-level offenses that should be addressed using more pedagogically-sound methods. ... The empirical analysis reveals that, even after controlling for (1) state statutes that require schools to report certain incidents to law enforcement, (2) general levels of criminal activity and disorder that occur at the school, (3) neighborhood crime, and (4) other demographic variables, a police officer’s regular presence at a school significantly increases the odds that school officials will refer students to law enforcement for various offenses, including seemingly minor offenses. This finding has serious implications as lawmakers and school officials continue to deliberate over whether to use their limited resources to hire more law enforcement officers to patrol school grounds.

[T]his Article urges lawmakers and school officials to use their resources to adopt alternative measures to promote school safety instead of resorting to measures that rely on coercion, punishment, and fear. This is especially important when such measures tend to push students out of school and into the juvenile justice system, which can have such devastating, long-lasting consequences on the lives of students. A growing body of research suggests that programs that promote a strong sense of community and collective responsibility enhance school safety much more effectively than police officers and other strict security measures without degrading the learning environment. And while these alternative measures may not prevent a determined, deranged individual from harming members of the school community, the rarity of these events cannot justify the enormous amount of resources that would be needed to protect students at all times and in all places while they are at school. Indeed, in the wake of highly-publicized acts of school violence, the public often forgets that schools remain among the safest places for children.

March 20, 2015 in Scholarship | Permalink | Comments (0)

Tuesday, March 17, 2015

Scholarship: Beyond the Schoolhouse Gates: The Unprecedented Expansion of School Surveillance Authority Under Cyberbullying Laws

Professr Emily Suski (Georgia State) has posted Beyond the Schoolhouse Gates: The Unprecedented Expansion of School Surveillance Authority Under Cyberbullying Laws, published in the Case Western Reserve Law Review. Excerpted from the abstract: For several years, states have grappled with the problem of cyberbullying and its sometimes devastating effects. Because cyberbullying often occurs between students, most states have understandably looked to schools to help address the problem. To that end, schools in forty-six states have the authority to intervene when students engage in cyberbullying. To that end, schools in forty-six states have the authority to intervene when students engage in cyberbullying. While some surveillance authority over students may be warranted, the majority of the cyberbullying laws implicitly give schools unlimited, or nearly unlimited, and unfettered surveillance authority over students' online and electronic activity whenever, wherever, and however it occurs: at home, in bedrooms, at the mall, on personal cell phones, on tablets, or on laptops. ... To protect students from excessive school surveillance authority and attendant privacy harms, realistic limits need to be imposed on school surveillance authority under the cyberbullying laws both by way of a framework for determining the boundaries of school authority and a cause of action for students. This Article calls for both and draws on the nexus doctrine in First Amendment student-speech cases to develop such a framework. Prof. Suski's article is available on SSRN:

March 17, 2015 in Scholarship | Permalink | Comments (0)

Wednesday, December 3, 2014

Mississippi Law Journal Symposium on Education Law

The Mississippi Law Journal's symposium edition focusing on education law is now available at 83 Miss. L.J. 671 (2014). Although the symposium edition covers a range of national education issues, it comes at an important time in Mississippi, as the state faces an education funding lawsuit and as its governor and lieutenant governor square off this week against state education officials over scrapping the Common Core standards that the state adopted in 2010. The introduction by Prof. Kerry Brian Melear (Mississippi) and Mary Ann Connell summarizes the symposium's articles:

Scott Bauries explores the contests surrounding academic freedom and how the concept relates to individual faculty concerns. He notes that the United States Supreme Court has not recognized a unique right to individual faculty academic freedom, and argues that to do so would frustrate the First Amendment.
Robert O'Neil visits First Amendment jurisprudence across a range of issues through the lens of historical treatment, deftly surveying disputes involving hate speech, offensive utterings, and their judicial outcomes over time.
Laura Rothstein focuses on the foundations and current status of disability law as it relates to students across the educational spectrum, from K-12 through higher education. 
Martha McCarthy directs her inquiry toward cyber-bullying and its impact on students in K-12 schools. Her article underscores that troublesome grey areas exist in the realm of student free expression rights, and that the ambiguity is further complicated by technology and the ease with which students can now bully and harass each other remotely--but still painfully. A key issue explored in this context is the role of speech made off campus via technology and how that informs new questions regarding student expression both on and off campus.
Barbara Lee turns her attention to student conflicts and discipline in the higher education setting, specifically addressing student-professor academic disputes on the college campus and the litigation that has recently resulted. She explores the fiduciary theory of the relationship between college and student, which requires a greater standard of conduct than that of good faith and fair dealing typically required in a contractual argument, and  offers sound strategies to avoid litigation and insulate institutions of higher learning from liability.
Through empirical and legal analysis, Perry Zirkel's article examines student discipline on the private college campus, noting that students at private institutions are not veiled by constitutional protections, a stark distinction between such students and their counterparts at public institutions in the context of disciplinary decisions. He concludes that previous characterizations of private college student discipline merit reexamination.
Casey McKay (University of Mississippi law student) provides a note on Fisher v. University of Texas. 
Claire Stamm (University of Mississippi law student) on recent Mississippi K-12 legislation designed to end social promotion.

December 3, 2014 in Scholarship | Permalink | Comments (0)

Wednesday, November 5, 2014

Scholarship: Marking the "Four Corners" of the IEP to Mitigate Unequal Bargaining Power between Parent-Guardians and School Districts

The paper that received the George Jay Joseph Education Law Writing Award from the Education Law Association is available now on Lexis: Matthew Saleh, Public Policy, Parol Evidence and Contractual Equity Principles in Individualized Education Programs: Marking the "Four Corners" of the IEP to Mitigate Unequal Bargaining Power between Parent-Guardians and School Districts, 43 J.L. & Educ. 367 (2014). The Joseph award recognizes excellence in education law scholarship by law students or graduate students of education. Cribbed from the paper's introduction:

Under the Individuals with Disabilities Education Act, school districts are required by law to create Individualized Education Programs (IEPs) for qualifying students to help ensure these students receive a Free and Appropriate Public Education (FAPE). This paper makes the argument that courts should derive parties’ intended agreement from the text contained within the "four corners" of the written IEP and not from extrinsic evidence. Many districts and even state education departments openly favor vague litigable terminologies in IEPs, and most parents simply lack the sophistication to understand the legal problems they are creating for themselves down the line. Using the four corners rule to interpret IEPs would not be altogether different than the tack taken by courts towards construing boilerplate language in other types of contracts where: (a) one party has expertise in the technical language used; (b) the other party is unsophisticated as to the "obscure verbiage" utilized in the instrument; (c) the more sophisticated party played a disproportionate role in drafting the instrument; and (d) the court determines that the boilerplate terminologies do not adequately represent the "intent" of the less sophisticated party to the instrument. The applicability of such rules of interpretation to the IEP context, in conjunction with the four corners rule, would have a positive influence on the effectiveness of the IEP as a proactive means for agreeing to educational services without having to resort to costly, adversarial, and inefficient dispute resolution procedures.

November 5, 2014 in Scholarship, Special Education | Permalink | Comments (0)

Tuesday, October 7, 2014

New Legal Scholarship: The Business of Charter Schools, NCLB Waivers, Expanding Vouchers, and Transgendered Student Legislation

The new issue of BYU's Education and Law Journal is out and includes the following articles:

Patrick J. Gallo, Jr., Reforming the "Business" of Charter Schools in Pennsylvania, 2014 B.Y.U. Educ. & L.J. 207 (2014).

        Gallo addresses the current state of the charter school system in Pennsylvania and the need for reform. Summarizing some of the serious issues facing the charter ​system in Pennsylvania, the author states:

    There are now more than 175 charter schools in Pennsylvania with over 105,000 students and     approximately 44,000 more students on waiting lists. In addition, roughly 25 percent of the student     population in the Philadelphia School District attend public charter schools. Moreover, government     financed charter schools present a significant opportunity for profiteers looking to cash in on this modern     day "gold rush," and, with very little oversight, Pennsylvania public charter schools have become fraught     with "chicanery and greed . . . [,] excessive executive salaries . . . [,] nepotism, and [dubious] financial and     real-estate transactions. 

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October 7, 2014 in Charters and Vouchers, ESEA/NCLB, Gender, Scholarship | Permalink | Comments (0)

Monday, September 15, 2014

Call for Papers: Richmond Journal of Law and the Public Interest

The editors of the journal shared the following with me and a particular interest in education:

The Richmond Journal of Law & the Public Interest is seeking submissions for our 2014-2015 volume.  We welcome high quality and well cited submissions from academics, judges, and established practitioners who would like to take part in the conversation of the evolution of law and its impact on citizens.

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September 15, 2014 in Scholarship | Permalink | Comments (0)

Thursday, September 11, 2014

Derek Black on Federalizing Education By Waiver?

Although Education Law Prof Blog editor Derek Black (South Carolina) has referred to his scholarship in discussing the ED's "big waiver" policies, I don't think that we have posted his new paper, Federalizing Education by Waiver? (forthcoming Vanderbilt Law Review). In the paper, Prof. Black examines how NCLB waiver policies exceed Secretary Duncan's constitutional and statutory authority. The abstract is below, and the paper may be downloaded from SSRN here

In the fall of 2012, the United States Secretary of Education told states he would use his statutory power to waive violations of the No Child Left Behind Act (NCLB), but only on the condition that they adopt his new education policies — policies that had already failed in Congress. Most states had no real choice but to agree because eighty percent of their schools were faced with statutory sanctions and fund termination. As a result, the Secretary was able to federalize two core aspects of public education over the next year. For the first time, school curriculum and the terms of teacher evaluation and retention came under the control of the federal government.
This Article demonstrates that this particular exercise of conditional waiver power was both unconstitutional and beyond the scope of the Secretary’s statutory authority. First, NCLB contained no notice that states might face waiver conditions when they first agreed to participate in NCLB, much less notice of the substance of those conditions. Spending clause doctrine requires both. Second, states’ inability to say no to these conditions raises serious questions of unconstitutional coercion. Third, the Secretary lacked explicit statutory authority to impose these conditions. At best, NCLB implies authority to condition waivers, but implied conditions would be limited to the scope of NCLB itself. The waiver conditions the Secretary imposed go well beyond the scope of NCLB. Fourth, to treat these particular waiver conditions as falling within the scope of the Secretary's authority would be to extend the Secretary the equivalent of law-making power, which separation of powers doctrines prohibit. The power to unilaterally impose open-ended policy through waiver conditions would be remarkable not just for its transformation of key aspects of education, but for the entire federal administrative state. It would open the door to the spread of a more expansive administrative power than ever seen before.

September 11, 2014 in Scholarship | Permalink | Comments (0)

Thursday, August 14, 2014

Journal of Law and Education Call for Papers

The Journal of Law & Education is currently accepting manuscripts for publication in its 2015 volume. Manuscripts  should be sent to the Journal at  Questions about possible submissions may also be directed to Professor Josie Brown, Co-Executive Editor of the Journal, at

Josie F. Brown
Co-Executive Editor, Journal of Law & Education
Associate Professor of Law
University of South Carolina School of Law
Columbia, SC 29208

August 14, 2014 in Scholarship | Permalink | Comments (0)

Monday, April 14, 2014

Journal of Law and Education Explores "Gay Talk," Disability Identification, and Cell Phone Searches

The Journal of Law and Education's new issue is available.  The table of contents and article summaries are as follows:


Gay Talk: Protecting Free Speech for Public School Teachers

Stephen Elkind and Peter Kaufman.................................................................................... 147

 Due to the harm free speech restrictions on teachers can cause students, this Article argues that when the Supreme Court revisits the question it left open in Garcetti v. Ceballos, it should create an exception for both university professors and public school teachers. An educator exception to Garcetti would mean that teachers’ speech to students about homosexuality is protected under the First Amendment if it satisfies the two-step Connick-Pickerington test, which governed public employees’ speech before Garcetti. At the heart of this Article is the idea that Garcetti’s broad effect will prohibit discussions on controversial matters from taking place in the public school classroom.

Education Clauses in Corporate Charters: How Child Welfare Law Confronted the Industrial Revolution

Jeff Lingwall........................................................................................................................ 189

This Article explores the history of corporations educating children in the U.S. through education clauses in corporate charters and other methods used to confront the emerging industrial order’s effect on children. This Article traces this history, beginning with colonial instruction laws, through corporate charters, and later, to more general instruction laws. The second section examines the state of colonial instruction laws and early corporate charters. The third section explores the history of educational clauses and alternative methods of educating factory children, giving historical evidence to suggest why some states employed this use of the corporate form while others did not. The fourth section explores the decline in apprenticeship and the rise of general compulsory attendance laws.


Introduction−A Response to Severely Discrepant Intervention?

Perry A. Zinkel.................................................................................................................... 225

Scientifically Supported Identification of SLD Using RTI: A Response to Colker

Amanda M. VanDerHeyden, Joseph F. Kovaleski,

Edward S. Shapiro and David T. Painter........................................................................... 229

This counterpoint to Ruth Colker’s review of controversies regarding how students identified as having a specific learning disability (SLD) can be most reliably identified and taught elaborates on notable points of disagreement. Our first point of disagreement pertains to Colker’s presentation of the current IDEA requirements related to the identification of students with SLD. Secondly, we disagree with Colker’s perspective that the inclusion of research-based intervention (RTI) was motivated by cost-savings and politics rather than science. Third, we disagree that universal screening tools can sensitively and accurately sort children into SLD and non-SLD groups. Our fourth point of disagreement is with Colker’s perspective regarding the need for IQ assessment to inform intervention selection. Fifth, we disagree that RTI will disenfranchise large groups of students who have above average abilities but have average achievement.  Sixth, we disagree with Colker’s perspective that the declining incidence of SLD is caused by the implementation of RTI. Finally, we disagree with Coker’s urgency to provide the diagnostic label of SLD .  

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April 14, 2014 in Scholarship | Permalink | Comments (0)

Transcending Equality Versus Adequacy

Joshua Weishart's new article, Transcending Equality Versus Adequacy, 66 Stan. L. Rev. 477 (2014), is now available on Westlaw.  For those interested in school finance and equal opportunity, it is a must read.  It is probably the most in-depth treatment of the theory behind school finance and educational opportunity published in the last one to two decades.  Professor Weishart focuses on what others have only hinted at: the reciprocal relationship between equality and adequacy.  As such, he proposes that our approach should be to deliver "adequately equal and equally adequate" educational opportunities (rather than just equal or adequate education).  His abstract is as follows:

A debate about whether all children are entitled to an “equal” or an “adequate” education has been waged at the forefront of school finance policy for decades. In an era of budget deficits and harsh cuts in public education, I submit that it is time to move on.

Equality of educational opportunity has been thought to require equal spending per pupil or spending adjusted to the needs of differently situated children. Adequacy has been understood to require a level of spending sufficient to satisfy some absolute, rather than relative, educational threshold. In practice, however, many courts interpreting their states' constitutional obligations have fused the equality and adequacy theories. Certain federal laws express principles of both doctrines. And gradually, more advocates and scholars have come to endorse hybrid equality-adequacy approaches. Still, the debate persists over seemingly intractable conceptual precepts and their political and legal ramifications.

Tracking the philosophical origins and evolution of equality and adequacy as legal doctrines, I explain the significance of their points of convergence and argue that the few points of divergence are untenable in practice. Equality of educational opportunity should not be interpreted as pursuing equal chances for educational achievement for all children, because that ideal is infeasible. Nor should educational adequacy be interpreted as completely indifferent to objectionable inequalities that can be feasibly curtailed. Properly conceived, equality and adequacy are not merely congruent but reciprocal. That is, children are owed an education that is adequately equal and equally adequate.


April 14, 2014 in Equity in education, Scholarship, School Funding | Permalink | Comments (0)

Tuesday, March 18, 2014

AALS Call for Papers: Dead Upon Birth: The Inter-Generational Cycle of Thwarted Lives in America’s Poorest Neighborhoods

The AALS Section on Children and the Law is has announced a Call for Papers for the AALS 2015 Annual Meeting. The topic is Dead Upon Birth: The Inter-Generational Cycle of Thwarted Lives in America’s Poorest Neighborhoods.

“The D.U.B.” is a nickname southside Chicago residents have given a neighborhood exemplifying a tragic reality in many of this country’s urban and rural areas: Children are born into struggling families in deeply dysfunctional neighborhoods and have little chance for full and flourishing lives. In some parts of America, a boy born today is more likely to end up in prison than college and a girl is more likely to become drug addicted than married. Many parents keep young children in “lockdown” at home when they are not in school, to shield them for as long as possible from gang recruitment and gun crossfire. This panel will discuss the economic, political, and cultural causes of concentrated poverty, crime, and disease and alternative strategies for sparing children from it. Panelists will address, from a child-centered perspective, issues such as “neighborhood effect” on child development, state response to parental incapacity, housing policy, relocation programs, foster care and adoption, inadequate education, school disciplinary policies, access to healthcare, employment opportunities, substance abuse and mental illness, criminal law enforcement and incarceration, and societal responsibility for the circumstances in which children live.

Cynthia Godsoe, Brooklyn Law School, will be moderating the panel, which already includes Elizabeth Bartholet (Harvard Law School), Josh Gupta-Kagan (University of South Carolina School of Law), and James Dwyer (William & Mary School of Law).

The fourth panelist will be selected from the call for papers. There is no formal requirement as to the form or length of proposals. Preference will be given to proposals that are substantially complete and to papers that offer novel scholarly insights on the panel topic. A paper may have already been accepted for publication as long as it will not be published prior to the Annual Meeting. The Section does not have plans to publish the papers, so individual presenters are free to seek their own publishing opportunities.

Deadline: August 15, 2014. Please email submissions, in Word or PDF format, to the Program Committee c/o Jim Dwyer at with “CFP submission” in the subject line.

March 18, 2014 in Conferences, Scholarship | Permalink | Comments (0)

Tuesday, February 25, 2014

Educational Outcomes Versus Student Speech

R. George Wright's article, Post-Tinker, is now available at 10 Stan. J. Civ. Rts. & Civ. Liberties 1 (January 2014).  The article argues that

the rise of computer communication by means of portable technologies [does not] necessarily condemn Tinker to irrelevance. It has recently been argued, for example, that "Tinker remains functional, and if properly applied to students' online expression, it can vindicate students' free expression interests while still allowing schools to properly regulate day-to-day student discipline and the educational process." And when we add in the options of modifying Tinker, as by abandoning either the first "disruption" prong or else the second "rights of others" prong, contemporary support for some version of Tinker is even broader.

At this point, however, it is fair, and indeed important, to ask about the likely consequences of radically abandoning Tinker. What might it mean, at this historical point, to abandon Tinker along with its qualifying and limiting cases? The discussion below pursues this question and eventually endorses just such a radical abandonment of Tinker. This is not an anti-student speech conclusion. It is instead a recognition of the importance of allowing public schools, if they so choose and within other constitutional and statutory bounds, to focus more on educational outcomes, equality, or other dimensions of the vital basic mission of contemporary public schools.

February 25, 2014 in First Amendment, Scholarship | Permalink | Comments (0)

Wednesday, January 8, 2014

Multigenerational Poverty and the Academic Achievement Gap for African American Students

9780226924250In The American Prospect this week, Richard Rothstein reviews  Stuck in Place: Urban Neighborhoods and the End of Progress toward Racial Equality, a new book by sociologist Patrick Sharkey. Cribbing from the article: Sharkey’s evidence shows that low-income black children in the United States tend to be concentrated at the low end of the poverty line and are more likely to live in poor neighborhoods for multiple generations, as opposed to white children, whose family poverty tends to be episodic. For example, 48 percent of black families have lived in poor neighborhoods over at least two generations, compared to 7 percent of white families, and young blacks are ten times more likely to live in a poor neighborhood than their white counterparts. Sharkey argues that “the consequences of multi-generational exposure to concentrated poverty in neighborhoods of considerable violence, unemployment, single parenthood, environmental degradation, and hopelessness” compounds the effects of being poor. Sharkey presents evidence that “living in poor neighborhoods over two consecutive generations reduces children’s cognitive skills by roughly eight or nine points … roughly equivalent to missing two to four years of schooling.” Sharkey’s findings shed light on the factors that have stalled progress to close the African American educational achievement gap. Stuck in Place should also encourage conversation on the efficacy of federal K-12 education policies. Read the article here

January 8, 2014 in Scholarship | Permalink | Comments (0)