The K-12 education system in the United States has undergone rapid changes in the past few decades. Through legislative action and policy intervention, decision-makers have strived to make education more accessible and impactful to the American children. They have also fought discrimination and focused on empowering the underprivileged and underserved students in America. Traditionally, the underserved students in America include racial minorities, homeless, English learners, and persons living with a disability. The policies developed have had an immense impact on revolutionizing education through inclusivity and equality. The three notable policies or interventions that have the most impact include Common Core Standards, Brown v. Board decision, and IDEA. Despite their role in improving diversity and inclusivity in education, they have also received criticism for some degree of ineffectiveness.
The Common Core Standard
The Common Core Standards have played a significant role in influencing equality in education. The standards create protocols that teachers have to follow while providing instructions. It outlines the expectations students are required to meet throughout their K-12 learning experience. Currently, 36 states and the District of Columbia have adopted the Common Core in their learning institutions (Kane, 2014). The education sector has debated the impact of the Common Core Standards on underserved and disadvantaged students. Proponents feel that standardization of education in the country provides every child with equal opportunity to learn. Some believe that it strengthens the workforce as every learner undergoes a similar rigorous system. On the other hand, opponents believe that the Common Core guidelines harm the underserved students, especially those of color (Kane, 2014). They argue that students of color require a better learning experience and better facilities. More importantly, they need a different set of standards and guidelines for assessment. Creating similar standards without improving the quality of education for underserved students places them in a more disadvantageous position.
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Some educators propose a different set of guidelines for disadvantaged students in America. The argument contends that targeting these students with specific programs will assist in closing the ever-widening achievement gap. Also, the standardization has meant that most K-12 education system courses are not challenging enough (Kane, 2014). Therefore, this reduces their chances to compete favorably in the job market. The case is even worse for underserved students who are inherently underprivileged. With a less competitive education system, these students are likely to lag in the job market. However, some quarters believe that the Common Core Standards have harmonized education and reduced performance disparity. On the face value, the differences between privileged and performing students do not appear huge to warrant equality questions. Regardless of any of the two positions, Common Core Standards have reduced the performance gaps (Kane, 2014). However, the strategy is not holistic because it has neglected the fundamental area of facilities and infrastructure.
Brown V. Board of Education
Institutionalized racism in America has existed since the beginning of slavery. After the Civil War and the subsequent freeing of slaves, a new wave of segregation under the Jim Crow laws emerged (Peters, 2019). The Plessy v. Ferguson ruling of 1896 upheld segregation's constitutionality by using the "separate versus equal clause." Almost five decades later, the verdict was challenged via the Brown v. Board of Education ruling of 1954 (Ford & King Jr, 2014). According to the judges, the "separate but equal" clause was inapplicable to learning institutions because the schools for white and black people were inherently unequal. The ruling ushered in a new era of desegregation of learning institutions across the country. For the first time, African American children had the opportunity to attend white-dominated schools. Racial segregation remained a crime henceforth in the United States (Ford & King Jr, 2014). The integration process was the first step in the position direction and a milestone in equality achievement. Essentially, the law not only benefitted black students but also students from low-income families. Most students from underprivileged families in America are from minority racial and ethnic communities.
However, like the Common Core Standards, some quarters believe that the ruling has its shortcomings. Almost six decades after the landmark decision, inequality and racial discrimination in schools remain evident. For instance, school districts from majority-black communities are less developed with poor facilities and infrastructure. However, white-dominated school districts have better facilities, such as libraries, books, and other learning materials. Students of color do not have equal opportunities with their white counterparts. A viable example is in the rates of graduation (Peters, 2019). American higher education institutions significantly suffer from the problem of the college race gap. Research shows that white students are about 1.7 times more likely to graduate than their black counterparts in their field of study (Ford & King Jr, 2014). Regardless of the challenges, the Brown v. Board ruling should be celebrated as the biggest win of the civil rights movement. The ruling challenged institutionalized racism and provided students of color with an opportunity to pursue their dream.
IDEA
The US has more than 6.5 million children and youth living with disabilities. Such students are inherently underprivileged and therefore require special education to keep them at per with their able counterparts. The Individual with Disabilities Education Act (IDEA) is a legal provision that guarantees free education to disabled children and youth in America. Furthermore, the law guides the states and other public agencies to provide special education and other services to children living with disabilities (Moores, 2011). The law appreciates that disability is a natural human condition and cannot diminish the right or privilege to impact society. Free educational services to these children remain a fundamental aspect of achieving equality and full societal participation (Lipkin & Okamoto, 2015). The IDEA provision has also expanded learning opportunities for children with learning disabilities in America. The special education incorporates speech-language pathology services, travel training, and vocational education (Moores, 2011). The education is also geared towards mitigating the effects of the disabilities experienced by the children.
Despite the high number of students living with disabilities in the country, states and federal governments have done little to train more educators in special needs issues. The success of these students depends on the credentials of the instructors handling them. Many states across the country have fewer than required instructors in this area (Lipkin & Okamoto, 2015). Educators have also shown concerns that labeling learners as "special needs students" reduces their self-esteem and overall performance chances. However, IDEA has opened more opportunities for underprivileged learners in the country. The legislation is progressive and cognizant that disability is not an inability (Lipkin & Okamoto, 2015). The K-12 education system continues to produce competent disabled students with the skills and confidence to explore future opportunities.
Conclusion
K-12 education has come a long way in America. The significant changes have sought to improve it and make education more accessible to underserved populations. The discussion has focused on Common Core Standards, Brown v. Board decision, and IDEA. The Common Core has created a level ground for all learners in America. The Brown v. Board officially and legally ended segregation of schools in America. IDEA has offered Americans living with a disability an opportunity to acquire special education at no cost. The challenges witnessed in these policies and legal provisions focus more on the implementation side. Policymakers must pay more attention to their full implementation for the achievement of the most desired outcome.
References
Ford, D. Y., & King Jr, R. A. (2014). No Blacks Allowed: Segregated gifted education in the context of Brown v. Board of Education. The Journal of Negro Education , 83 (3), 300-310.
Kane, S. (2014). The Common Core Standards as Applied to the Common Core Standards. Language Arts , 91 (4), 272.
Lipkin, P. H., & Okamoto, J. (2015). The Individuals with Disabilities Education Act (IDEA) for children with special educational needs. Pediatrics , 136 (6), e1650-e1662.
Moores, D. F. (2011). Waist deep in the big muddy the individuals with disabilities education act (IDEA) and no child left behind (NCLB). American Annals of the Deaf , 155 (5), 523-525.
Peters, A. L. (2019). Desegregation and the (Dis) Integration of Black School Leaders: Reflections on the Impact of Brown v. Board of Education on Black Education. Peabody Journal of Education , 94 (5), 521-534.
