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Students in the Highland Park School District in Michigan are consistently failing at one of the foundational skills necessary for a productive academic and professional life – the ability to read. With a concerning number of students within the district reading well below grade level, the ACLU has decided to take matters in its own hands. The organization has filed eight lawsuits against the school district and the state of Michigan on behalf of students and their parents. The charge? Failure to teach children to read.

This video explains reading levels.

Obscure Law Fuels Lawsuit Fire

According to the , the ACLU has filed a class-action lawsuit in Wayne County Circuit Court. The lawsuit alleges that the school district and the state have failed to do their job in ensuring students within the Highland Park School District can read at grade level. The lawsuit further asserts that although students are supposed to be provided with “special assistance” if they don’t make grade-level proficiency in grades four and seven, these students were not given any additional help to bring their reading skills up to par.

The lawsuit calls on an obscure law on the Michigan books known as the “right to read” provision. This law enacted by the state legislature in 1993 states, “A pupil who does not score satisfactorily on the 4^th or 7^th-grade MEAP reading test shall be

Prompting an investigation into an extensive cheating scandal rocked Atlanta schools, public schools in the nation’s capital first came under fire for allegedly cheating on standardized tests. However, a comprehensive investigation into the Washington D.C. cheating issue has revealed that while cheating did occur in some classrooms, the issue was centralized to a small number of classes, rather than hundreds of schools, as previously thought. Still, evidence of any cheating raises questions about the validity of standardized testing and how those scores are used to determine funding, teacher raises and performance evaluations.

Three District of Columbia Schools Cited in Investigation

A report at states that just three D.C. schools have been found guilty of cheating on standardized tests known as the DC-CAS in April 2011. The reports were limited to three classrooms within these three schools, which represents a very small number of the 5,089 classrooms that actually took the tests. The findings were announced by the Office of the State Superintendent of Education.

“The confirmed cases of impropriety represent a very small percentage of public schools and classrooms in D.C.,” Hosanna Mahaley, superintendent of D.C. schools, told USA Today.

This video reports on cheating on standardized tests in the D.C. public schools.

The three schools were classified as “critical” as a result of the investigation, which meant there was solid evidence found of fraud or test tampering in

With the alarming rise in violence at public schools across the country, zero-tolerance policies have become the norm. In theory, these policies should lead to safer schools, since they offer school administrators the ability to deal with infractions promptly and decisively. However, the practice of zero-tolerance policies is showing significant flaws in the system, and many are demanding reform in the rules that have proven to hurt students more than they protect them in some cases.

The Purpose of Zero-Tolerance Policies

The establishment of zero-tolerance policies began in the 1980s. At the time, these policies primarily dealt with major offenses involving weapons and drugs. The term was first introduced by the Reagan Administration when the President launched his War on Drugs. When the federal government passed the Drug-Free Schools and Campuses Act of 1989, zero-tolerance policies became the law.

According to the , zero-tolerance policies expanded with the federal Gun-Free Schools Act of 1994, which mandated that any student caught bringing a gun to school would be expelled for one year or longer. Students accused of violations were also to be referred to local law enforcement agencies. However, it wasn’t long before that zero-tolerance policy was expanded to encompass a host of infractions, from dress code violations to assaults on another student. At that point, many began to question the effectiveness of zero-tolerance policies, particularly in situations where the policy began to override common sense and the best interests of the

Teachers say students are becoming more unruly and disrespectful. Schools complain that it is getting harder to get parents involved. So what is the solution? Some school districts have turned to handcuffing and police intervention as a way to get students under control. However, that idea is not sitting well with many parents and community members – particularly when it is their own children on the receiving end of the harsh disciplinary measures. After all, what type of message does a school send to students when they are throwing handcuffs on young wrists? In this author's opinion, which is supported by research, it is a message that encourages a vicious cycle of future violence and criminality.

This video demonstrates handcuffing.

Recent Incident in Mississippi Results in Policy Change

Jackson Public Schools in Mississippi have had a policy that allows handcuffing students to stationary objects as a means of discipline. The policy has been particularly prevalent at Capital City Alternative School, where teachers and administrators say discipline problems abound. According to a report in the , a suit was filed last year in response to this policy, which forced the school district to take another look at their disciplinary measures.

The lawsuit was filed by Jeanette Murry on behalf of her son, who was 16 at the time of the incident and a student at the alternative school. Murry stated

In an attempt to stop school closures across New York City, teacher unions are taking their case to the courtroom. Union members have called the closure of 24 schools a “sham,” used by the mayor and his team to oust teachers by stripping them of their contractual rights. City officials have said the closures are necessary for raising the education bar throughout the city and have denounced union members as obstacles in providing the best quality of education to New York City students.

The Plan to Close Schools

The school closure plan was put into place last month when the Panel for Educational Policy voted to close 24 under-performing schools over the summer. According to a report at NY1, new schools would immediately open to replace the closed schools this fall, with schools meeting in the same buildings under new names and leadership. Teachers and principals who have been working in those locations up to this point will have to reapply for their jobs in the new schools next year. City officials predict only about half of current staff will be rehired, with the rest made up of new applicants.

Because the buildings will technically house new schools, contractual obligations with the current staff of the old schools will not apply. This allows the city to move forward with plans to get rid of ineffective teachers, replacing them with stronger applicants. The union has no intention of allowing this plan to go through unhindered, stating that the