Gender-segregated education is making a comeback. Single-sex classrooms, long discouraged under Title IX, the federal law that prohibits gender discrimination in education, have been gaining prominence in recent years, especially in urban charter schools.
This fall, Los Angeles saw the launch of two all-girls’ schools – the Girls’ Academic Leadership Academy and the Girls’ Athletic Leadership School (known by the perky acronyms, “GALA” and “GALS”) – and Washington, D.C. district opened the Ron Brown College Preparatory High School for boys (or “Young Kings,” as they refer to their students). These schools join growing networks of inner-city single-sex public schools, such as the Urban Prep Academies for boys and the Young Women’s Leadership Academies geared largely toward students of color.
Parents who choose single-sex schools do so for many reasons, but a major one is the belief that “boys and girls learn differently.” Single-sex schools also claim to better tailor instruction to one or the other gender.
But brain and behavioral research does not support such beliefs. I study gender development in the brain, and my research has found no difference in the way boys and girls process information, learn, remember, read or do math. Similarly, in-depth analysis of educational outcomes by Janet Hyde and colleagues at the University of Wisconsin has found scant evidence that single-sex schooling leads to better academic achievement.
On the other hand, research suggests that single-sex schooling may actually be harmful to children – by failing to prepare them for gender-integrated workplaces, shared leadership and equal partnership in families.
Read more …………..
The U.S. Department of Education released three new sets of guidance today to assist the public in understanding how the Department interprets and enforces federal civil rights laws protecting the rights of students with disabilities. These guidance documents clarify the rights of students with disabilities and the responsibilities of educational institutions in ensuring that all students have the opportunity to learn.
The guidance released today includes a parent and educator resource guide; a Dear Colleague letter (DCL) and question and answer document on the use of restraint and seclusion in public schools; and a DCL and question and answer documents on the rights of students with disabilities in public charter schools.
The Parent and Educator Resource Guide to Section 504 in Public Elementary and Secondary Schools, issued by the Department’s Office for Civil Rights (OCR), provides a broad overview of Section 504 of the Rehabilitation Act of 1973 (Section 504). The guidance describes school districts’ nondiscrimination responsibilities, including obligations to provide educational services to students with disabilities, and outlines the steps parents can take to ensure that their children secure all of the services they are entitled to receive.
Among other things, the Section 504 Parent and Educator Resource Guide:
The second guidance package released by OCR addresses the circumstances under which use of restraint or seclusion can result in discrimination against students with disabilities, in violation of Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act (ADA). The Department’s May 15, 2012, Restraint and Seclusion: Resource Document suggested best practices to prevent the use of restraint or seclusion, recommending that school districts never use physical restraint or seclusion for disciplinary purposes and never use mechanical restraint, and that trained school officials use physical restraint or seclusion only if a child’s behavior poses imminent danger of serious physical harm to self or others. The DCL and question and answer document released today offer additional information about the legal limitations on use of restraint or seclusion to assist school districts in meeting their obligations to students with disabilities.
The third guidance package released today was developed by OCR and the Office of Special Education and Rehabilitative Services (OSERS). The jointly-issued Dear Colleague Letter and question and answer documents will help update educators, parents, students, and other stakeholders to better understand the rights of students with disabilities in public charter schools under Section 504 and IDEA. These documents provide information about how to provide equal opportunity in compliance with Section 504 in key areas such as charter school recruitment, application, admission, enrollment and disenrollment, accessibility of facilities and programs, and nonacademic and extracurricular activities. The documents are responsive to the U.S. Government Accountability Office’s 2012 report, Charter Schools: Additional Federal Attention Needed to Help Protect Access for Students with Disabilities, which included the recommendation that the Department issue updated guidance on the obligations of charter schools.
The Section 504 Charter guidance:
The IDEA Charter guidance:
In addition to these documents, the Department also released a Know Your Rights document designed for parents to provide a brief overview of the rights of public charter school students with disabilities and the legal obligations of charter schools under Section 504 and the IDEA.
U.S. Department of Education
Office for Civil Rights
Protecting our students’ civil rights is fundamental to ensuring they receive a high-quality education. Two reports released today spotlight the challenges and achievements of the U.S. Department of Education’s Office for Civil Rights (OCR).
read more: http://www.ed.gov/news/press-releases/civil-rights-reports-spotlight-eight-years-accomplishments-lingering-challenges?utm_content=&utm_medium=email&utm_name=&utm_source=govdelivery&utm_term=