The case of Lau v Nichols involved non-English-speaking students of Chinese ancestry in the San Francisco, CA school district. Of the 2,800 non-English-speaking students, about 1,800 did not receive specialized English language learning instruction (Summary of Lau v Nichols 1974). This prompted the students not receiving additional English instruction to file a class-action suit against the officials of the San Francisco School District (Summary of Lau v Nichols 1974). Both the district court and the Court of Appeals affirmed the position of the San Francisco School District that they were not required by law to provide English Language Learner services to non-English speakers. The Court of Appeals held that every student brings their own unique background, skills,
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Nichols was a landmark case for English Language Learners in public schools across the country. The ruling made it clear that schools are obligated to provide supplemental English instruction to ensure the success of their non-English-speaking students. However, such rulings are not always backed up with adequate funding. Schools budgets are already stretched to meet the all the various needs a school district may face, and the funding they receive from federal, state, and local resources may not keep pace with the needs of students. In addition to this, the federal government has taken steps to more clearly define the responsibilities of school districts regarding English Language Learners. Mitchell (2015) reports that, under these new mandates public schools must:
• identify English-learner students in a timely, valid and reliable manner; offer all English-learner students an educationally sound language-assistance program;
• provide qualified staff and sufficient resources for instructing English-learner students; ensure English-learner students have equitable access to school programs and activities;
• avoid unnecessary segregation of English-learner students from other
Nichols was a landmark case for English Language Learners in public schools across the country. The ruling made it clear that schools are obligated to provide supplemental English instruction to ensure the success of their non-English-speaking students. However, such rulings are not always backed up with adequate funding. Schools budgets are already stretched to meet the all the various needs a school district may face, and the funding they receive from federal, state, and local resources may not keep pace with the needs of students. In addition to this, the federal government has taken steps to more clearly define the responsibilities of school districts regarding English Language Learners. Mitchell (2015) reports that, under these new mandates public schools must:
• identify English-learner students in a timely, valid and reliable manner; offer all English-learner students an educationally sound language-assistance program;
• provide qualified staff and sufficient resources for instructing English-learner students; ensure English-learner students have equitable access to school programs and activities;
• avoid unnecessary segregation of English-learner students from other