Analysis: Williams v. California

Description of The Eliezer Williams, et al., vs. the State of California, et al. landmark case

The United States is an evolving country with a continuous trajectory movement towards improving the lives of its citizens. Whenever there are perceived inequities, legal and legislative measures are taken to correct and adjust the system. It is precisely due to this that there have been numerous landmark cases that have altered the educational landscape and improved it for the better. One of those pivotal landmark cases was Williams vs. the State of California. Circa, the 80’s and 90’s, the residents of San Francisco became concerned with deplorable inequities within the education system particularly for those in low-income communities and communities of color. The perceived inequities included unequal access to instructional materials and highly qualified teaching staff. The system as it stood then was dysfunctional and broken. This made student achievement had to attain and sustain. It was specifically for the above-mentioned reasons that a class action lawsuit was filed against the state of California by San Francisco families with Eliezer Williams as the main plaintiff. The case named the State of California and state education agencies, including the California Department of Education (CDE) as the defendants.
“The lawsuit was filed on the assertion that the public school students were been denied equal access to an instructional materials, safe and decent school materials and qualified teachers. The case was premised on two basic principles: 1) The State of California is responsible to ensure that all students have the basic resources they need to learn—qualified teachers, sufficient textbooks and instructional materials, and decent facilities; and 2) All students have a fundamental right to an education that must be provided to all students on equal terms.  The case argued that California’s public education system failed on both of these counts: it did not give all students the necessary educational resources and it allowed unequal opportunities to persist across schools” (Williams v. California, Public Advocates, 2009).

The goal of this landmark case was to propel the state to create an accountable system where students received a balanced and more uniformed access to the basic educational materials, no matter their geographical area. On August 13, 2004, the case was settled with the establishment of new accountability guidelines. These guidelines ensured that all California public school students will have access textbooks and instructional materials and that their schools are clean, safe, and functional with qualified teaching staff (Public Advocates, 2000; California Department of Education, n.d.; Decent Schools, n.d).

Relevance on Education System
The relevancy of this law on the California education system cannot be understated. Due to the passing of this law, students across the state are guaranteed an equitable access to materials at their respective school site. When one looks at what is happening in Detroit, Michigan with students not having to access to appropriate instructional materials or safe facilities, one could only wonder what would have happened in a state such as California, where there is a great variety of socio-economic status. In California, students and teachers are guaranteed, at a minimum equitable basic standards which in essence equalizes the educational landscape. The success of this law, in part, has been due to the strict adherence to the law that school districts are obligated to follow. On a yearly basis, newsletters are required to be sent to staff and parents to assure alignment to the law; schools also must conduct regular internal evaluations to ensure that all the pieces required in regards to this law are being followed. If and when anomalies are found, there are regulatory boards that one can report to and they address issues appropriately. Though not a seamless system, efforts are clearly made to assure cohesion.

Discussion on Equity and Adequacy
The Williams v. California case sought to provide specifically to students and teachers with an equitable educational environment. At a minimum, students deserve and should be guaranteed some level of equitable standards. Having access to sufficient textbooks, learning in schools that are in good repair and with qualified teaching staff should be the basic premise of operating effective schools. Granted it is true that depending on the financial resources and funding allocations for the various schools, that there will be some marked differences, but the fundamental needs should be preserved. With this law, the state can oversee that conditions are adequately met so that student achievement is nurtured no matter a student’s location in the state. Under the Williams settlement, the lowest-performing schools in the state receive additional funds and oversight.  This is critical because it was specifically because of this population that this case was brought forward. These schools are earmarked to receive approximately $800 million to pay for emergency repairs. In conclusion, the Williams v. California has improved the education system in California by making it more equitable. The education system is operating in good faith with the hopes of assuring that all students receive a fair and just access to the educational system.

References

The Williams Case — An Explanation (n.d.). Retrieved from
http://www.cde.ca.gov/eo/ce/wc/wmslawsuit.asp

Williams v. California: A Progress Update (2009). Retrieved from
http://decentschools.org/settlement/Williams_Progress_Update_May_2009.pdf

Williams v. California | Public Advocates Inc. (n.d.). Retrieved from http://www.publicadvocates.org/williams-v-california

Williams v. California: What Should Teachers Know? (n.d.). Retrieved from
http://justschools.gseis.ucla.edu/news/williams/teacher/

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