Instruct: Given a question, retrieve relevant documents that answer the question.
Query: When was Brown v. Board of Education?
In the 1950s, Burey was diagnosed with flu or pleurisy, but was sick for months. She eventually learned that she had lung cancer. She hid her sickness from Marshall for months, as he was leading the case of "Brown v. Board of Education" at the US Supreme Court. After it ruled on May 17, 1954, she told Marshall about her illness. Richard Kluger credits Burey with being one of two people who had been indirectly active but important influencers of the "Brown v. Board of Education" decision, in his book, "Simple Justice: The History of Brown v. Board of Education and Black America's Struggle for Equality" (2011). Burey died of lung cancer on February 11, 1955, her 44th birthday, after 25 years of marriage.
Randolph finally realized his vision for a March on Washington for Jobs and Freedom on August 28, 1963, which attracted between 200,000–300,000 to the nation's capital. The rally is often remembered as the high-point of the Civil Rights Movement, and it did help keep the issue in the public consciousness. However, when President Kennedy was assassinated three months later, Civil Rights legislation was stalled in the Senate. It was not until the following year, under President Lyndon B. Johnson, that the Civil Rights Act was finally passed. In 1965, the Voting Rights Act was passed. Although King and Bevel rightly deserve great credit for these legislative victories, the importance of Randolph's contributions to the Civil Rights Movement is large.
In the 1950s, the Civil Rights Movement increased pressure on the federal government to protect the voting rights of racial minorities. In 1957, Congress passed the first civil rights legislation since Reconstruction: the Civil Rights Act of 1957. This legislation authorized the Attorney General to sue for injunctive relief on behalf of persons whose Fifteenth Amendment rights were denied, created the Civil Rights Division within the Department of Justice to enforce civil rights through litigation, and created the Commission on Civil Rights to investigate voting rights deprivations. Further protections were enacted in the Civil Rights Act of 1960, which allowed federal courts to appoint referees to conduct voter registration in jurisdictions that engaged in voting discrimination against racial minorities.
The Bilingual Education Act (BEA) (), also known as Title VII of the Elementary and Secondary Education Amendments of 1967 (), approved by the 90th United States Congress on January 2, 1968, and was the first United States federal legislation recognized the needs of limited English speaking ability (LESA) students. The BEA was introduced in 1967 by Texas senator Ralph Yarborough and was signed by President Lyndon B. Johnson on January 2, 1968. While some states, such as California and Texas, and numerous local school districts around the country already had policies and programs designed to meet the special educational needs of elementary and secondary school students not fluent in the English language, this act signaled that the federal government now also recognized the need for and value of bilingual education programs in U.S. public education. Passed on the heels of the Civil Rights movement, its purpose was to provide school districts with federal funds, in the form of competitive grants, to establish innovative educational programs for students with limited English speaking ability.
The Civil Rights Act of 1866, , enacted April 9, 1866, was the first United States federal law to define citizenship and affirm that all citizens are equally protected by the law. It was mainly intended, in the wake of the American Civil War, to protect the civil rights of persons of African descent born in or brought to the United States. This legislation was passed by Congress in 1865 and vetoed by U.S. President Andrew Johnson. In April 1866 Congress again passed the bill to support the Thirteenth Amendment. Johnson again vetoed it, but a two-thirds majority in each chamber overcame the veto to become law without presidential signature.
The 1991 Act combined elements from two different civil right acts of the past: the Civil Rights Act of 1866, better known by the number assigned to it in the codification of federal laws as Section 1981, and the employment-related provisions of the Civil Rights Act of 1964, generally referred to as Title VII. The two statutes, passed nearly a century apart, approached the issue of employment discrimination very differently: Section 1981 prohibited only discrimination based on race or color, but Title VII also prohibited discrimination on the basis of sex, religion, and national origin. Section 1981, which had lain dormant and unenforced for a century after its passage, allowed plaintiffs to seek compensatory damages and trial by jury. Title VII, passed in the 1960s when it was assumed that Southern juries could not render a fair verdict, allowed only trial by the court and provided for only traditional equitable remedies: back pay, reinstatement, and injunctions against future acts of discrimination. By the time the 1991 Act was passed, both allowed for an award of attorneys fees.
While still at the firm, Payton was tapped to be the lead counsel for the University of Michigan in defending its law and undergraduate schools' use of race in their admissions processes. For more than six years, Payton handled the two high-profile cases in the trial court and in the court of appeals, and argued "Gratz v. Bollinger" before the Supreme Court. He organized a broad coalition from higher education, the military and top businesses in support of diversity initiatives. In a narrow decision in "Grutter v. Bollinger", the Supreme Court upheld the use of race in college admissions.
Since the US Declaration of Independence in 1776 proclaimed that "all men are created equal", the Constitution was progressively amended, and legislation was written, to spread equal rights to all people. While the right to vote was needed for true political participation, the "right to work" and "free choice of employment" came to be seen as necessary for "life, liberty and the pursuit of happiness". After state laws experimented, President Franklin D. Roosevelt's Executive Order 8802 in 1941 set up the Fair Employment Practice Committee to ban discrimination by "race, creed, color or national origin" in the defense industry. The first comprehensive statutes were the Equal Pay Act of 1963, to limit discrimination by employers between men and women, and the Civil Rights Act of 1964, to stop discrimination based on "race, color, religion, sex, or national origin." In the following years, more "protected characteristics" were added by state and federal acts. The Age Discrimination in Employment Act of 1967 protects people over age 40. The Americans with Disabilities Act of 1990 requires "reasonable accommodation" to include people with disabilities in the workforce. Twenty two state Acts protect people based on sexual orientation in public and private employment, but proposed federal laws have been blocked by Republican opposition. There can be no detriment to union members, or people who have served in the military. In principle, states may require rights and remedies for employees that go beyond the federal minimum. Federal law has multiple exceptions, but generally requires no disparate treatment by employing entities, no disparate impact of formally neutral measures, and enables employers to voluntarily take affirmative action favoring under-represented people in their workforce. The law has not, however, succeeded in eliminating the disparities in income by race, health, age or socio-economic background.
Before No Child Left Behind, The Elementary and Secondary Education Act was passed in 1965 as a part of the "War on Poverty". In hopes of diminishing the achievement gap, the Elementary and Secondary Education Act was passed to create equal opportunity and access to education through high standards and accountability. These standards and accountability techniques came in the form of standardized testing. For the first time, federal money was being sent into local schools and made the production of test-based evidence mandatory for all educators. Standards were being assessed on these state-created exams, and local schools were then accountable to perform on these exams. In 2002, Congress re-examined ESEA and reauthorized it as No Child Left Behind Act (NCLB).
By the late 1950s, the Civil Rights Movement had been pressuring Congress to enact legislation to protect the constitutional civil rights of African Americans. The first major piece of civil rights legislation passed by Congress was the Civil Rights Act of 1957. While enforcing the voting rights of African Americans set out in the Fifteenth Amendment of the United States Constitution, the act had several loopholes. Southern states continued to discriminate against African Americans in application of voter registration and electoral laws, in segregation of school and public facilities, and in employment.
Following the Army Alpha and Army Beta tests for soldiers in World War I, mental testing became popular in the US, where it was soon applied to school children. The federally created National Intelligence Test was administered to 7 million children in the 1920s, and in 1926 the College Entrance Examination Board created the Scholastic Aptitude Test to standardize college admissions. The results of intelligence tests were used to argue for segregated schools and economic functions—i.e. the preferential training of Black Americans for manual labor. These practices were criticized by black intellectuals such a Horace Mann Bond and Allison Davis. Eugenicists used mental testing to justify and organize compulsory sterilization of individuals classified as mentally retarded. In the United States, tens of thousands of men and women were sterilized. Setting a precedent which has never been overturned, the U.S. Supreme Court affirmed the constitutionality of this practice in the 1907 case "Buck v. Bell".
In 1965, the far-reaching Elementary and Secondary Education Act ('ESEA'), passed as a part of President Lyndon B. Johnson's War on Poverty, provided funds for primary and secondary education ('Title I funding'). Title VI explicitly forbade the establishment of a national curriculum. Title IV of the Higher Education Act of 1965 created the Pell Grant program which provides financial support to students from low-income families to access higher education.
After Kansas became a U.S. state in 1861, the directors of Blue Mont Central College offered the school's three-story building and of its property to the State of Kansas to become the state's university. A bill accepting this offer easily passed the Kansas Legislature in 1861, but was controversially vetoed by Governor Charles L. Robinson of Lawrence, and an attempt to override the veto in the legislature failed by two votes. In 1862, another bill to accept the offer failed by one vote. Finally, on the third attempt, on February 16, 1863, the state enacted a law accepting the college building and grounds, and establishing the state's land-grant college at the site – the institution that would become Kansas State University. Blue Mont Central College ceased operations later that year after the school term was completed.
Congress responded to rampant discrimination against racial minorities in public accommodations and government services by passing the Civil Rights Act of 1964. The Act included some voting rights protections; it required registrars to equally administer literacy tests in writing to each voter and to accept applications that contained minor errors, and it created a rebuttable presumption that persons with a sixth-grade education were sufficiently literate to vote. However, despite lobbying from civil rights leaders, the Act did not prohibit most forms of voting discrimination. President Lyndon B. Johnson recognized this, and shortly after the 1964 elections in which Democrats gained overwhelming majorities in both chambers of Congress, he privately instructed Attorney General Nicholas Katzenbach to draft "the goddamndest, toughest voting rights act that you can". However, Johnson did not publicly push for the legislation at the time; his advisers warned him of political costs for vigorously pursuing a voting rights bill so soon after Congress had passed the Civil Rights Act of 1964, and Johnson was concerned that championing voting rights would endanger his Great Society reforms by angering Southern Democrats in Congress.
In 1959, a dispute among the Mississippi Choctaw found Belvin encouraging support for a Choctaw high school in Mississippi. Victor Kaneubbe, a worker at a Baptist mission in Philadelphia, Mississippi was an Oklahoma Choctaw with a white wife and a mixed-blood daughter, who was unable to attend either the agency schools or white schools in Mississippi. Choctaw administrators refused to allow his daughter admittance and the Neshoba County School Board refused admittance as well. He brought the issue of racism to the fore and urged his missionary network to petition Congress for creation of a Choctaw high school. The adverse publicity enraged the Baptist community, and cost Kaneubbe his job, forcing him to transfer to the Navajo reservation. Kaneubbe left but the problem of inadequate education remained for eastern Choctaw. Appeals to the BIA resulted in responses that students could attend out of state boarding schools, thus squarely putting pressure on the eastern Choctaw to relocate or face lack of educational opportunity. Agitation from the National Congress of American Indians, the Mississippi Federation of Women's Clubs, Oklahoma Choctaw Chief Belvin, and other civil rights activists forced Mississippi's congressional delegation to request a high school and dormitory for the Mississippi Band of Choctaw Indians, though it took several more years of negotiation to make the high school become a reality.
In 1986, the Compulsory Education Law mandated that every child is given the right to nine years of free public education: six years of elementary school and three years of secondary school.
Despite its lack of influence during its time, the Civil Rights Act of 1964 had considerable impact on later civil rights legislation in the United States. It paved the way for future legislation that was not limited to African American civil rights. The Americans with Disabilities Act of 1990—which has been called "the most important piece of federal legislation since the Civil Rights Act of 1964"—was influenced both by the structure and substance of the previous Civil Rights Act of 1964. The act was arguably of equal importance, and "draws substantially from the structure of that landmark legislation [Civil Rights Act of 1964]". The Americans with Disabilities Act paralleled its landmark predecessor structurally, drawing upon many of the same titles and statutes. For example, "Title I of the ADA, which bans employment discrimination by private employers on the basis of disability, parallels Title VII of the Act". Similarly, Title III of the Americans with Disabilities Act, "which proscribes discrimination on the basis of disability in public accommodations, tracks Title II of the 1964 Act while expanding upon the list of public accommodations covered." The Americans with Disabilities Act extended "the principle of nondiscrimination to people with disabilities", an idea unsought in the United States before the passage of the Civil Rights Act of 1964. The Act also influenced later civil rights legislation, such as the Voting Rights Act of 1965 and the Civil Rights Act of 1968, aiding not only African Americans, but also women.
The Freedmen's Bureau opened schools for children in the area after the establishment of Freedmen's Town. The Texas Legislature authorized the creation of public schools for Freedmen's Town by 1870. By 1872 most of the students and teachers who were at the bureau schools, which were closing, left them to attend the state-managed Gregory Institute, named after Edgar M. Gregory, an officer in the Union army in the U.S. Civil War and the assistant commissioner of the Texas area's Freedmen's Bureau. The school, which first opened in 1872, was the first school for freed slaves in Houston. Mike Snyder of the "Houston Chronicle" said that it was "perhaps" the first school for freed slaves in the State of Texas. By 1876 the school became a part of the Houston public school system. The Edgar M. Gregory School, a elementary school, opened in 1926. It was vacant from 1980 until its re-purposing as a library. When it was vacant, it had broken windows, a leaky roof that allowed rain to pour into the facility, and pigeons living in the facility. In 2009 the facility was re-purposed as a research library.
The school first opened in 1995; the State of Massachusetts allowed the formation of charter schools in 1993. It was co-founded by several area figures, including the former Horace Mann Foundation executive director, Dr. Robert Gaudet. Its initial location was in Downtown Boston. Edison Schools (now EdisonLearning) operated the school by contract. In its first year it had 637 students in elementary grades. The school administration hoped to have the student body increase up to 1,265 students. Edison Schools hoped to establish a model school so that it could repeat this model in other parts of the U.S. The school administration envisioned that the school would cover grades Kindergarten through 12.
In 1859, provisions were written for a state university into the Wyandotte Constitution, under which Kansas became a state in 1861. The first Kansas state legislature, meeting in 1861, passed a bill that would establish the state university in Manhattan, Kansas, using the assets of the existing Blue Mont Central College. But the bill was vetoed by Governor Charles Robinson of Lawrence, and an attempt to override the veto in the Legislature failed by two votes. In 1862, another bill to make Manhattan the site of the state university failed by one vote. Finally, on February 16, 1863, the state accepted Manhattan's offer to donate the Blue Mont College building and grounds and established the state's land-grant college at the site – the institution that would become Kansas State University.
The origins of the university date back to 1861, when Kansas became a state. The Kansas Constitution provided for a state university, and from 1861 to 1863 the question of where the university would be locatedLawrence, Manhattan or Emporiawas debated. In February 1863, Manhattan was selected as the site for the state's land-grant college, authorized by the 1862 Morrill Land-Grant Act–what evolved into Kansas State University. Lawrence and Emporia were therefore left as the only candidates for a state university. The fact that Amos Adams Lawrence had donated $10,000 (plus interest), as well as 40 acres (160,000 m) to the city of Lawrence had great weight with the Kansas Legislature, and Lawrence was selected by one vote over Emporia as the location of the University of Kansas. On March 7, 1863, the Kansas Legislature passed the enabling act to establish the Kansas State Normal School, which would one day become Emporia State University; it did not open until February 15, 1865. The first class graduated two and a half years later; it consisted of two women, Mary Jane Watson and Ellen Plumb. Ellen was the sister of US Senator Preston B. Plumb.
It was the equal protection clause within the Fourteenth Amendment that stirred the debate of racial equality in 1954. The unanimous 9-0 Supreme Court decision in Brown v. Board of Education ruled that separate schools for black and white students was, in fact unequal, thus overturning the 60-year-old Plessy v. Ferguson decision. It was this victory that widened the path towards multicultural education and laid the course for nationwide integration, as well as a tremendous boost for the civil rights movement. Multicultural education considers an equal opportunity for learning beyond the simple trappings of race and gender. It includes students from varying social classes, ethnic groups, sexual identities, and additional cultural characteristics. On the other hand, there are other views that show the contrary. The fame of Brown v. Board of Education was to undercover all the issues on segregation that were still happening in schools. No matter how much everyone talked or used Brown v. Board of Education as a source to show a positive impact on integration, the reality was that students were still being treated unequally and separated from the rest.
The case of "Brown v. Board of Education" as heard before the Supreme Court combined five cases: "Brown" itself, "Briggs v. Elliott" (filed in South Carolina), "Davis v. County School Board of Prince Edward County" (filed in Virginia), "Gebhart v. Belton" (filed in Delaware), and "Bolling v. Sharpe" (filed in Washington, D.C.).
William Rehnquist wrote a memo titled "A Random Thought on the Segregation Cases" when he was a law clerk for Justice Robert H. Jackson in 1952, during early deliberations that led to the "Brown v. Board of Education" decision. In his memo, Rehnquist argued: "I realize that it is an unpopular and unhumanitarian position, for which I have been excoriated by 'liberal' colleagues but I think "Plessy v. Ferguson" was right and should be reaffirmed." Rehnquist continued, "To the argument . . . that a majority may not deprive a minority of its constitutional right, the answer must be made that while this is sound in theory, in the long run it is the majority who will determine what the constitutional rights of the minorities are." Rehnquist also argued for "Plessy" with other law clerks.
Judge John J. Parker of the U.S. Court of Appeals for the Fourth Circuit, like many in the South, interpreted Brown as a charge not to segregate rather than an order to integrate. In 1963, the Court ruled in "McNeese v. Board of Education and Goss v. Board of Education" in favor of integration, and showed impatience with efforts to end segregation. In 1968 the Warren Court ruled in "Green v. County School Board" that freedom of choice plans were insufficient to eliminate segregation; thus, it was necessary to take proactive steps to integrate schools. In "United States v. Montgomery County Board of Education" (1969), Judge Frank Johnson’s desegregation order for teachers was upheld, allowing an approximate ratio of the races to be established by a district judge.