Writing
POS500 GCU Implications of Equal Protection for K-12 Students Paper

POS500

Grand Canyon University

Question Description

  1. Classifications based on English language learners;
  2. Classifications through ability grouping/tracking;
  3. Classifications in academic programs based on gender;
  4. Classifications in sports programs based on gender; and
  5. Classifications to assign students to specific schools for racial balance.

In a 500-750-word essay, address the following for the group that you have chosen:

  1. Summarize the factual background on how the students are classified;
  2. Identify the legal issues presented by these classifications; and
  3. Describe what equal protection requires.

Unformatted Attachment Preview

Question for chriss200 Research the implications of equal protection for K-12 students within one of the following groups: 1. 2. 3. 4. 5. Classifications Classifications Classifications Classifications Classifications based on English language learners; through ability grouping/tracking; in academic programs based on gender; in sports programs based on gender; and to assign students to specific schools for racial balance. In a 500-750-word essay, address the following for the group that you have chosen: 1. Summarize the factual background on how the students are classified; 2. Identify the legal issues presented by these classifications; and 3. Describe what equal protection requires. Include at least five references in your essay. At least three of the five references should cite U.S. Supreme Court cases. Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful Equal Protection and Public Education Essay 5 Target Evidence 100.00% 100.0 %Category 60.0 %Equal Protection Description 15.0 %Organization Thorough description of all items listed in the assignment description including background, legal issues, and a description of what equal protection requires. Purpose statement and related conclusion are clear and convincing. Information is well organized and logical. Argument presents a persuasive claim in a distinctive and compelling manner. 10.0 %Research In-text citations and a reference page are complete and correct. Citations Sources are credible. The documentation of cited sources is free of error. 10.0 Submission is nearly/completely free of mechanical errors and has a %Mechanics clear, logical conceptual framework. Word choice reflects welldeveloped use of practice and content-related language. Sentence structures are varied and engaging. 5.0 %Paper Appropriate template is fully used. There are virtually no errors in Format: APA formatting style. Style Reading resources Electronic Resource 1. Brown v. Board of Education of Topeka Read the Syllabus and Opinion of “Brown v. Board of Education of Topeka, 347 U.S. 483 (1954),” from Nexis Uni. https://advance-lexis-com.lopes.idm.oclc.org/api/document/collection/cases/id/3S4X-JD90-003B-S3RR-0000000?cite=347%20U.S.%20483&context=1516831 2. Do the Children of Illegal Immigrants Have the Right to a Public Education? View the “Do the Children of Illegal Immigrants Have the Right to a Public Education?” video clip, from Constitution USA with Peter Sagal, located on the PBS website. http://www.pbs.org/video/2365007407/ 3. Equal Protection Read “Equal Protection,” from the Heritage Guide to The Constitution website. http://www.heritage.org/constitution/#!/amendments/14/essays/171/equal-protection 4. Equal Protection Part II View the “Equal Protection Part II” video clip, from Constitution USA with Peter Sagal, located on the PBS website. http://www.pbs.org/video/2365006779/ 5. History of Brown v. Board of Education Read “History of Brown v. Board of Education,” from the United States Courts website. http://www.uscourts.gov/educational-resources/get-involved/federal-court-activities/brown-board-education-reenactment/history.aspx 6. Plyler v. Doe Read “Plyler v. Doe, 457 U.S. 202 (1982),” from Nexis Uni. https://advance-lexis-com.lopes.idm.oclc.org/api/document/collection/cases/id/3S4X-5GS0-003B-S4SF-0000000?cite=457%20U.S.%20202&context=1516831 7. Public Education for Immigrant Students: States Challenge Supreme Court’s Decision in Plyler v. Doe Read “Public Education for Immigrant Students: States Challenge Supreme Court’s Decision in Plyler v. Doe,” from the Immigrant Policy Center of the American Immigration Council (2012). http://www.immigrationpolicy.org/just-facts/public-education-immigrant-students-states-challenge-supreme-court%E2%80%99sdecision-plyler-v-do ...
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Final Answer

Attached.

Equal Protection and Public Education

1

Equal Protection and Public Education
Student’s name:
Instructor’s name:
POS-500
Date of Submission:

Equal Protection and Public Education

2

Equal Protection and Public Education
English Language Learners (ELLs) have significantly increased in schools in the United
States. The number of ELLs is approximately 10% of students in public schools. The ELLs used
to attend specific urban schools currently they are found in every class thus requiring teachers to
understand the different proficiency levels of each learner and offer equal protection and
education (Wright, n.d). This paper discusses classification based on ELLs, legal issues
presented by the classifications and equal protection requirements.
Classification based on ELLs
The federal law identifies the school districts and charter schools develop a system to
determine the language students speak in each of their homes and identify the students who need
support services based on their limited proficiency in reading, speaking, writing, or
understanding the English language. The first step is identifying the student (Wright, n.d). On the
first day of school, a questionnaire is administered to parents and students, the Home Language
Survey (HLS). The case of Lau v. Nichols (1974) on discrimination led to the implementation of
HLS to identify linguistic minority students. Title III of the No Child Left Beh...

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