Rights Panel Scores Administration on Richmond Case

Article Tools
  • PrintPrinter-Friendly
  • EmailEmail Article
  • ReprintReprints
  • CommentsComments

Washington--The U.S. Commission on Civil Rights strongly criticized the Reagan Administration last week for its failure to appeal a court decision limiting the enforcement of Title IX, the law barring sex discrimination in education.

The independent federal agency was particularly critical of the Education and Justice Departments and the roles they played in the Administration's decision not to contest the ruling of the U.S. District Court for the Eastern District of Virginia in University of Richmond v. Bell.

By deciding not to appeal the ruling, the Administration failed in its duty "to exercise leadership in promoting equal opportunity," according to the commission.

In a statement released after its meeting here last week, the civil-rights commission said that ed "should have been eager to appeal a decision that so undermines its authority" and that the Justice Department "should have placed its obligation to uphold federal civil-rights laws above its client's wishes."

The commission also said that the decison not to appeal was "particularly disturbing" because it ignored recent rulings by the U.S. Court of Appeals for the Third Circuit, which directly contradicted U.S. District Judge D. Dortch Warriner's ruling in Richmond.

The Third Circuit Court's rulings, the commission said, "could have furnished strong arguments in a Richmond appeal."

"We believe the Administration should have seized them to defend long-standing federal policies and elementary principles of law rejected by the district court," it said.

The Administration's civil-rights record was also attacked last week by the chairmen of 33 state civil-rights monitoring groups affiliated with the federal commission. The state chairmen, in a letter sent to the White House on Aug. 18 but released to the public last week, warned President Reagan that "the present dismantling of" federal civil-rights agencies "negates your oath of office."--tm

Vol. 02, Issue 03

Notice: We recently upgraded our comments. (Learn more here.) If you are logged in as a subscriber or registered user and already have a Display Name on edweek.org, you can post comments. If you do not already have a Display Name, please create one here.
Ground Rules for Posting
We encourage lively debate, but please be respectful of others. Profanity and personal attacks are prohibited. By commenting, you are agreeing to abide by our user agreement.
All comments are public.

Back to Top Back to Top

Most Popular Stories





Sponsor Insights

Effective Ways to Support Students with Dyslexia

Stop cobbling together your EdTech

Integrate Science and ELA with Informational Text

To Address Chronic Absenteeism, Dig into the Data

Can self-efficacy impact growth for ELLs?

Disruptive Tech Integration for Meaningful Learning

5 Game-Changers in Today’s Digital Learning Platforms

Keep Your Schools Safe and Responsive to Real Challenges

Hiding in Plain Sight - 7 Common Signs of Dyslexia in the Classroom

The research: Reading Benchmark Assessments

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

All Students Are Language Learners: The Imagine Learning Language Advantage™

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

How to Support All Students with Equitable Pathways

2019 K-12 Digital Content Report

3-D Learning & Assessment for K–5 Science

Climate Change, LGBTQ Issues, Politics & Race: Instructional Materials for Teaching Complex Topics

Closing the Science Achievement Gap

Evidence-based Coaching: Key Driver(s) of Scalable Improvement District-Wide

Advancing Literacy with Large Print

Research Sheds New Light on the Reading Brain

3 Unique Learner Profiles for Emerging Bilinguals

Effective Questioning Practices to Spur Thinking

Empower Reading Teachers with Proven Literacy PD

Student Engagement Lessons from 3 Successful Districts

Response to Intervention Centered on Student Learning

The Nonnegotiable Attributes of Effective Feedback

SEE MORE Insights >