Lincoln Memorial University Law Review Archive
First & Last Page
38-93
Abstract
The United States Department of Education, via The Improving America’s Schools Act of 1994, implemented national standards for measuring student achievement throughout the United States. For the first time, the federal government examined data regarding the progress of all students. The determination of adequate progress caused a national reckoning as the No Child Left Behind movement put the spotlight on data associated with a group of children who were previously hidden from public view, underachieving and underserved students. For the first time, the federal government gave clarity to a previously vague term, adequate progress. Women's rights advocacy has been at the forefront of United States history for nearly two centuries. Other advocacy groups, African Americans, LGBTQ+ Americans, and Americans with Disabilities, have also been active throughout America's history. Women's rights advocacy, however, is different from all other advocacy groups in that women have been the majority population in the United States since 1950. This writing examines periods of progress and regress on the road to equity for the aforementioned advocacy groups. This writing addresses specific self-imposed obstacles to the success of women's rights advocacy including accepting patriarchal attitudes regarding arbitrary limitations on women's abilities, misunderstanding the temporary relevance of insignificant defeats, and splintering unity among women for the benefit of minor victories. The Author is a retired thirty-four-year public teacher, administrator, and assistant superintendent in central Florida urban districts, member of the Florida Bar, and current Tenured Professor at Cooley Law School Tampa Bay Campus.
Recommended Citation
Renalia DuBose B.S, M.S., Ed. S., J.D.,
The Road to Equity- Have Women Made Adequate Progress?,
11
Lincoln Mem’l U. L. Rev.
(2024).
Available at:
https://digitalcommons.lmunet.edu/lmulrev/vol11/iss3/2
