CLOSING THE GAP

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CLOSING THE GAP

Authorities: 20 USC §§ 1400, 6314, 6315; 34 CFR Part 300; Elementary and Secondary Education Act/Every Student Succeeds Act; Texas Education Code; 19 TAC Chapter 89

	FEDERAL AND STATE REQUIREMENTS
	ELEMENTARY AND SECONDARY EDUCATION ACT OF 1965 (ESEA)
Practice	In 2015, Congress passed the Every Student Succeeds Act, which reauthorizes the ESEA to ensure that every student achieves and replaces the previous version of the law, the No Child Left Behind Act, which was enacted in 2002. Citations: ESEA/ESSA
Practice	A targeted assistance school program must serve participating students identified as eligible for targeted assistance by using methods and instructional strategies to strengthen the academic program of the school through activities, which may include a schoolwide tiered model to prevent and address behavior problems, and early intervening services, coordinated with similar activities and services carried out under the Individuals with Disabilities Education Act (IDEA) Part B. Citations: 20 USC 6315(b)(2)(B)(ii)
Practice	An eligible school operating a schoolwide program must develop a comprehensive plan that includes a description of the strategies that the school will be implementing to address school needs, including a description of how such strategies will address the needs of all students in the school, but particularly the needs of those at risk of not meeting the challenging state academic standards, through activities which may include implementation of a schoolwide tiered model to prevent and address problem behavior, and early intervening services, coordinated with similar activities and services carried out under the IDEA Part B. Citations: 20 USC 6314(b)(7)(A)(iii)(III)
	EARLY INTERVENING SERVICES
Practice	The education of students with disabilities can be made more effective by providing incentives for whole-school approaches, scientifically-based early reading programs, positive behavioral interventions and supports, and early intervening services to reduce the need to label students as disabled in order to address the learning and behavioral needs of such students. Citations: 20 USC 1400(c)(5)(F)
Practice	In implementing coordinated, early intervening services, the local education agency (LEA) may carry out activities that include: Citations: 300.226(b)
Practice	Professional development, which may be provided by entities other than LEAs, for teachers and other school staff to enable such personnel to deliver scientifically-based academic instruction and behavioral interventions, including scientifically-based literacy instruction, and, where appropriate, instruction on the use of adaptive and instructional software; and Citations: 300.226(b)(1)
Practice	Providing educational and behavioral evaluations, services, and supports, including scientifically-based literacy instruction. Citations: 300.226(b)(2)
Practice	The provision of early intervening services does not limit or create a right to a free appropriate public education under the IDEA. Citations: 300.226(c)
Practice	Early intervening services must not delay appropriate evaluation of a student suspected of having a disability. Citations: 300.226(c)
	BILINGUAL EDUCATION PROGRAM
Practice	Each LEA with an enrollment of 20 or more emergent bilingual students, in any language classification in the same grade level, must offer bilingual education or special language programs. Citations: TEC 29.053(c) 89.1203(7)
Practice	Each LEA that is required to offer bilingual education and special language programs must offer the following for emergent bilingual students: Citations: TEC 29.053(d)
Practice	Bilingual education in kindergarten through the elementary grades; Citations: TEC 29.053(d)(1)
Practice	Bilingual education, instruction in English as a second language (ESL), or other transitional language instruction approved by the Texas Education Agency in post-elementary grades through eighth grade; and Citations: TEC 29.053(d)(2)
Practice	Instruction in ESL in grades 9-12. Citations: TEC 29.053(d)(3)
	AFTER-SCHOOL AND SUMMER INTENSIVE MATHEMATICS INSTRUCTION PROGRAMS
Practice	The LEA may provide an intensive after-school program or an intensive program during the period that school is recessed for the summer to provide mathematics instruction to: Citations: TEC 29.088(a)
Practice	Students who are not performing at grade level in mathematics to assist those students in performing at grade level; Citations: TEC 29.088(a)(1)
Practice	Students who are not performing successfully in a mathematics course to assist those students in successfully completing the course; or Citations: TEC 29.088(a)(2)
Practice	Other students as determined by the LEA. Citations: TEC 29.088(a)(3) TEC 29.088(a)(1) TEC 29.088(a)(2)
Practice	Before providing a program of after-school or summer intensive mathematics, the board of trustees of the LEA must adopt a policy for: Citations: TEC 29.088(b)
Practice	Determining student eligibility for participating in the program that: Citations: TEC 29.088(b)(1)
Practice	Prescribes the grade level or course a student must be enrolled in to be eligible; and Citations: TEC 29.088(b)(1)(A)
Practice	Provides for considering teacher recommendations in determining eligibility; Citations: TEC 29.088(b)(1)(B)
Practice	Ensuring that parents of, or persons standing in parental relation to eligible students, are provided notice of the program; Citations: TEC 29.088(b)(2)
Practice	Ensuring that eligible students are encouraged to attend the program; Citations: TEC 29.088(b)(3)
Practice	Ensuring that the program is offered at one or more locations in the LEA that are easily accessible to eligible students; and Citations: TEC 29.088(b)(4)
Practice	Measuring student progress on completion of the program. Citations: TEC 29.088(b)(5)
Practice	After-school and summer intensive mathematics instruction programs provided under this section must be paid for with funds appropriated for that purpose. Citations: TEC 29.088(d) TEC 29.088
	AFTER-SCHOOL AND SUMMER INTENSIVE SCIENCE INSTRUCTION PROGRAMS
Practice	The LEA may provide an intensive after-school program or an intensive program during the period that school is recessed for the summer to provide science instruction to: Citations: TEC 29.090(a)
Practice	Students who are not performing at grade level in science to assist those students in performing at grade level; Citations: TEC 29.090(a)(1)
Practice	Students who are not performing successfully in a science course to assist those students in successfully completing the course; or Citations: TEC 29.090(a)(2)
Practice	Other students as determined by the LEA. Citations: TEC 29.090(a)(3) TEC 29.090(a)(1) TEC 29.090(a)(2)
Practice	Before providing a program of after-school or summer intensive science instruction program, the board of trustees of the LEA must adopt a policy for: Citations: TEC 29.090(b)
Practice	Determining student eligibility for participating in the program that: Citations: TEC 29.090(b)(1)
Practice	Prescribes the grade level or course a student must be enrolled in to be eligible; and Citations: TEC 29.090(b)(1)(A)
Practice	Provides for considering teacher recommendations in determining eligibility; Citations: TEC 29.090(b)(1)(B)
Practice	Ensuring that parents of, or persons standing in parental relation to eligible students, are provided notice of the program; Citations: TEC 29.090(b)(2)
Practice	Ensuring that eligible students are encouraged to attend the program; Citations: TEC 29.090(b)(3)
Practice	Ensuring that the program is offered at one or more locations in the LEA that are easily accessible to eligible students; and Citations: TEC 29.090(b)(4)
Practice	Measuring student progress on completion of the program. Citations: TEC 29.090(b)(5)
Practice	After-school and summer intensive science instruction programs provided under this section must be paid for with funds appropriated for that purpose. Citations: TEC 29.090(d) TEC 29.090
	BASIC SKILLS PROGRAMS FOR HIGH SCHOOL STUDENTS
Practice	The LEA may apply to the commissioner of education for funding of special programs for students in grade 9 who are at risk of not earning sufficient credit or who have not earned sufficient credit to advance to grade 10 and who fail to meet minimum skills levels established by the commissioner: Citations: TEC 29.086(a)
Practice	The LEA may, with the consent of a student's parent or guardian, assign a student to a basic skills program; and Citations: TEC 29.086(a)
Practice	A basic skills program may not exceed 210 instructional days. Citations: TEC 29.086(a) TEC 29.086
Practice	A basic skills program must: Citations: TEC 29.086
Practice	Emphasize basic skills in areas of the required curriculum; Citations: TEC 29.086(b) TEC 28.002
Practice	Offer students the opportunity to increase credits required for high school graduation under state or LEA policy; Citations: TEC 29.086(b)
Practice	Comply with the minimum levels of student enrollment and standards of student progress established by the commissioner; Citations: TEC 29.086(d)
Practice	Include criteria that permit measurement of student progress; Citations: TEC 29.086(c)
Practice	Annually evaluate the progress of students in the program; and Citations: TEC 29.086(c)(1)
Practice	Submit the results of the evaluation to the commissioner at the end of the school year. Citations: TEC 29.086(c)(2)
	LIFE SKILLS PROGRAM FOR STUDENT PARENTS
Practice	The LEA may provide an integrated program of educational and support services for students who are pregnant or who are parents. Citations: TEC 29.085(a)
Practice	The LEA must solicit recommendations for obtaining community support for the students and their children from organizations for parents of students in the LEA and from other community organizations. Citations: TEC 29.085(c)
Practice	The program must include: Citations: TEC 29.085(b)
Practice	Individual counseling, peer counseling, and self-help programs; Citations: TEC 29.085(b)(1)
Practice	Career counseling and job readiness training; Citations: TEC 29.085(b)(2)
Practice	Day-care for the students' children on the campus or at a day-care facility in close proximity to the campus; Citations: TEC 29.085(b)(3)
Practice	Transportation for children of students to and from the campus or day-care facility; Citations: TEC 29.085(b)(4)
Practice	Transportation for students, as appropriate, to and from the campus or day-care facility; Citations: TEC 29.085(b)(5)
Practice	Instruction related to knowledge and skills in child development, parenting, and home and family living; and Citations: TEC 29.085(b)(6)
Practice	Assistance to students in the program in obtaining available services from government agencies or community service organizations, including prenatal and postnatal health and nutrition programs. Citations: TEC 29.085(b)(7)
Practice	LEAs may operate SHARED SERVICES ARRANGEMENTS for a life skills program for student parents. Citations: TEC 29.085(d)

Last Updated : Mon, May 16, 2022

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Texas Education Code § 29.088. After-School and Summer Intensive Mathematics Instruction Programs.

(a) A school district may provide an intensive after-school program or an intensive program during the period that school is recessed for the summer to provide mathematics instruction to:
   (1) students who are not performing at grade level in mathematics to assist those students in performing at grade level;
   (2) students who are not performing successfully in a mathematics course to assist those students in successfully completing the course; or
   (3) students other than those described by Subdivision (1) or (2), as determined by the district.

(b) Before providing a program under this section, the board of trustees of a school district must adopt a policy for:
   (1) determining student eligibility for participating in the program that:
      (A) prescribes the grade level or course a student must be enrolled in to be eligible; and
      (B) provides for considering teacher recommendations in determining eligibility;
   (2) ensuring that parents of or persons standing in parental relation to eligible students are provided notice of the program;
   (3) ensuring that eligible students are encouraged to attend the program;
   (4) ensuring that the program is offered at one or more locations in the district that are easily accessible to eligible students; and
   (5) measuring student progress on completion of the program.

(c) The commissioner by rule shall:
   (1) prescribe a procedure that a school district must follow to apply for and receive funding for a program under this section;
   (2) adopt guidelines for determining which districts receive funding if there is not sufficient funding for each district that applies;
   (3) require each district providing a program to report student performance results to the commissioner within the period and in the manner prescribed by the rule; and
   (4) based on district reports under Subdivision (3) and any required analysis and verification of those reports, disseminate to each district in this state information concerning instructional methods that have proved successful in improving student performance in mathematics.

(d) A program provided under this section shall be paid for with funds appropriated for that purpose.

Last Amended: 78th Leg., ch. 1275, Sec. 2(15), eff. Sept. 1, 2003
Entered: Oct. 16, 2007

Texas Education Code § 29.090. After-School and Summer Intensive Science Instruction Programs.

(a) A school district may provide an intensive after-school program or an intensive program during the period that school is recessed for the summer to provide science instruction to:
   (1) students who are not performing at grade level in science to assist those students in performing at grade level;
   (2) students who are not performing successfully in a science course to assist those students in successfully completing the course; or
   (3) students other than those described by Subdivision (1) or (2), as determined by the district.

(b) Before providing a program under this section, the board of trustees of a school district must adopt a policy for:
   (1) determining student eligibility for participating in the program that:
      (A) prescribes the grade level or course a student must be enrolled in to be eligible; and
      (B) provides for considering teacher recommendations in determining eligibility;
   (2) ensuring that parents of or persons standing in parental relation to eligible students are provided notice of the program;
   (3) ensuring that eligible students are encouraged to attend the program;
   (4) ensuring that the program is offered at one or more locations in the district that are easily accessible to eligible students; and
   (5) measuring student progress on completion of the program.

(c) The commissioner by rule shall:
   (1) prescribe a procedure that a school district must follow to apply for and receive funding for a program under this section;
   (2) adopt guidelines for determining which districts receive funding if there is not sufficient funding for each district that applies;
   (3) require each district providing a program to report student performance results to the commissioner within the period and in the manner prescribed by the rule; and
   (4) based on district reports under Subdivision (3) and any required analysis and verification of those reports, disseminate to each district in this state information concerning instructional methods that have proved successful in improving student performance in science.

(d) A program provided under this section shall be paid for with funds appropriated for that purpose.

Last Amended: 79th Leg., ch. 728, Sec. 23.001(14-a), eff. September 1, 2005
Entered: May 16, 2008

Texas Education Code § 29.086. Basic Skills Programs for High School Students.

(a) A school district may apply to the commissioner for funding of special programs for students in grade nine who are at risk of not earning sufficient credit or who have not earned sufficient credit to advance to grade 10 and who fail to meet minimum skills levels established by the commissioner. A school district may, with the consent of a student's parent or guardian, assign a student to a program under this section. A program under this section may not exceed 210 instructional days.

(b) A program under this section must emphasize basic skills in areas of the required curriculum under Section 28.002 and must offer students the opportunity to increase credits required for high school graduation under state or school district policy. A program under this section may be provided by a school district or an entity contracting with a school district to provide the program.

c) The commissioner shall award funds to districts in accordance with a competitive grant process developed by the commissioner. A grant may be made to a consortium of school districts. The criteria by which the commissioner awards a grant must include the quality of the proposed program and the school district's demonstrated need for the program. An approved program must include criteria that permit measurement of student progress, and the district shall:
(1) annually evaluate the progress of students in the program; and
(2) submit the results of the evaluation to the commissioner at the end of the school year.

(d) The commissioner shall establish minimum levels of student enrollment and standards of student progress required for continued funding of a program under this section. The commissioner may eliminate funding for a program in a subsequent school year if the program fails to achieve sufficient levels of student progress.

(e) The amount of a grant under this section must take into account funds distributed to the school district under Chapter 48.

(f) The commissioner may adopt rules for the administration of programs under this section.

Last Amended: 86th Leg., R.S., Ch. 943 (H.B. 3), Sec. 3.031, eff. June 12, 2019
Entered: July 17, 2019

Texas Education Code § 28.002. Required Curriculum.

(a) Each school district that offers kindergarten through grade 12 shall offer, as a required curriculum:
(1) a foundation curriculum that includes:
(A) English language arts;
(B) mathematics;
(C) science; and
(D) social studies, consisting of Texas, United States, and world history, government, economics, with emphasis on the free enterprise system and its benefits, and geography; and
(2) an enrichment curriculum that includes:
(A) to the extent possible, languages other than English;
(B) health, with emphasis on:
(i) physical health, including the importance of proper nutrition and exercise;
(ii) mental health, including instruction about mental health conditions, substance abuse, skills to manage emotions, establishing and maintaining positive relationships, and responsible decision-making; and
(iii) suicide prevention, including recognizing suicide-related risk factors and warning signs;
(C) physical education;
(D) fine arts;
(E) career and technology education;
(F) technology applications;
(G) religious literature, including the Hebrew Scriptures (Old Testament) and New Testament, and its impact on history and literature; and
(H) personal financial literacy.

(b) The State Board of Education by rule shall designate subjects constituting a well-balanced curriculum to be offered by a school district that does not offer kindergarten through grade 12.

(b-1) In this section, "common core state standards" means the national curriculum standards developed by the Common Core State Standards Initiative.

(b-2) The State Board of Education may not adopt common core state standards to comply with a duty imposed under this chapter.

(b-3) A school district may not use common core state standards to comply with the requirement to provide instruction in the essential knowledge and skills at appropriate grade levels under Subsection (c).

(b-4) Notwithstanding any other provision of this code, a school district or open-enrollment charter school may not be required to offer any aspect of a common core state standards curriculum.

(c) The State Board of Education, with the direct participation of educators, parents, business and industry representatives, and employers shall by rule identify the essential knowledge and skills of each subject of the required curriculum that all students should be able to demonstrate and that will be used in evaluating instructional materials under Chapter 31 and addressed on the assessment instruments required under Subchapter B, Chapter 39. As a condition of accreditation, the board shall require each district to provide instruction in the essential knowledge and skills at appropriate grade levels and to make available to each high school student in the district an Algebra II course.

(c-1) The State Board of Education shall adopt rules requiring students enrolled in grade levels six, seven, and eight to complete at least one fine arts course during those grade levels as part of a district's fine arts curriculum.

(c-2) Each time the Texas Higher Education Coordinating Board revises the Internet database of the coordinating board's official statewide inventory of workforce education courses, the State Board of Education shall by rule revise the essential knowledge and skills of any corresponding career and technology education curriculum as provided by Subsection (c).

(c-3) In adopting the essential knowledge and skills for the technology applications curriculum for kindergarten through grade eight, the State Board of Education shall adopt essential knowledge and skills that include coding, computer programming, computational thinking, and cybersecurity. The State Board of Education shall review and revise, as needed, the essential knowledge and skills of the technology applications curriculum every five years to ensure the curriculum:
(1) is relevant to student education; and
(2) aligns with current or emerging professions.

(d) The physical education curriculum required under Subsection (a)(2)(C) must be sequential, developmentally appropriate, and designed, implemented, and evaluated to enable students to develop the motor, self-management, and other skills, knowledge, attitudes, and confidence necessary to participate in physical activity throughout life. Each school district shall establish specific objectives and goals the district intends to accomplish through the physical education curriculum. In identifying the essential knowledge and skills of physical education, the State Board of Education shall ensure that the curriculum:
(1) emphasizes the knowledge and skills capable of being used during a lifetime of regular physical activity;
(2) is consistent with national physical education standards for:
(A) the information that students should learn about physical activity; and
(B) the physical activities that students should be able to perform;
(3) requires that, on a weekly basis, at least 50 percent of the physical education class be used for actual student physical activity and that the activity be, to the extent practicable, at a moderate or vigorous level;
(4) offers students an opportunity to choose among many types of physical activity in which to participate;
(5) offers students both cooperative and competitive games;
(6) meets the needs of students of all physical ability levels, including students who have a chronic health problem, disability, including a student who is a person with a disability described under Section 29.003(b) or criteria developed by the agency in accordance with that section, or other special need that precludes the student from participating in regular physical education instruction but who might be able to participate in physical education that is suitably adapted and, if applicable, included in the student's individualized education program;
(7) takes into account the effect that gender and cultural differences might have on the degree of student interest in physical activity or on the types of physical activity in which a student is interested;
(8) teaches self-management and movement skills;
(9) teaches cooperation, fair play, and responsible participation in physical activity;
(10) promotes student participation in physical activity outside of school; and
(11) allows physical education classes to be an enjoyable experience for students.

(e) American Sign Language is a language for purposes of Subsection (a)(2)(A). A public school may offer an elective course in the language.

(f) A school district may offer courses for local credit in addition to those in the required curriculum. The State Board of Education shall:
(1) be flexible in approving a course for credit for high school graduation under this subsection; and
(2) approve courses in cybersecurity for credit for high school graduation under this subsection.

(g) A local instructional plan may draw on state curriculum frameworks and program standards as appropriate. Each district is encouraged to exceed minimum requirements of law and State Board of Education rule. Each district shall ensure that all children in the district participate actively in a balanced curriculum designed to meet individual needs. Before the adoption of a major curriculum initiative, including the use of a curriculum management system, a district must use a process that:
(1) includes teacher input;
(2) provides district employees with the opportunity to express opinions regarding the initiative; and
(3) includes a meeting of the board of trustees of the district at which:
(A) information regarding the initiative is presented, including the cost of the initiative and any alternatives that were considered; and
(B) members of the public and district employees are given the opportunity to comment regarding the initiative.

(g-1) A district may also offer a course or other activity, including an apprenticeship or training hours needed to obtain an industry-recognized credential or certificate, that is approved by the board of trustees for credit without obtaining State Board of Education approval if:
(1) the district develops a program under which the district partners with a public or private institution of higher education and local business, labor, and community leaders to develop and provide the courses; and
(2) the course or other activity allows students to enter:
(A) a career or technology training program in the district's region of the state;
(B) an institution of higher education without remediation;
(C) an apprenticeship training program; or
(D) an internship required as part of accreditation toward an industry-recognized credential or certificate for course credit.

(g-2) Each school district shall annually report to the agency the names of the courses, programs, institutions of higher education, and internships in which the district's students have enrolled under Subsection (g-1) and the names of the courses and institutions of higher education in which the district's students have enrolled under Subsection (g-3). The agency shall make available information provided under this subsection to other districts.

(g-3) A district may also offer a course in cybersecurity that is approved by the board of trustees for credit without obtaining State Board of Education approval if the district partners with a public or private institution of higher education that offers an undergraduate degree program in cybersecurity to develop and provide the course.

(h) The State Board of Education and each school district shall require the teaching of informed American patriotism, Texas history, and the free enterprise system in the adoption of instructional materials for kindergarten through grade 12, including the founding documents of the United States. A primary purpose of the public school curriculum is to prepare thoughtful, informed citizens who understand the importance of patriotism and can function productively in a free enterprise society with appreciation for the fundamental democratic principles of our state and national heritage.

(h-1) In adopting the essential knowledge and skills for the foundation curriculum under Subsection (a)(1), the State Board of Education shall, as appropriate, adopt essential knowledge and skills that develop each student's civic knowledge, including an understanding of:
(1) the fundamental moral, political, and intellectual foundations of the American experiment in self-government;
(2) the history, qualities, traditions, and features of civic engagement in the United States;
(3) the structure, function, and processes of government institutions at the federal, state, and local levels; and
(4) the founding documents of the United States, including:
(A) the entirety of the Declaration of Independence;
(B) the entirety of the United States Constitution;
(C) the Federalist Papers, including the entirety of Essays 10 and 51;
(D) excerpts from Alexis de Tocqueville's Democracy in America;
(E) the transcript of the first Lincoln-Douglas debate;
(F) the writings of the founding fathers of the United States;
(G) the entirety of Frederick Douglass's speeches "The Meaning of July Fourth for the Negro" and "What the Black Man Wants"; and
(H) the entirety of Martin Luther King Jr.'s speech "I Have a Dream."

Text of subsection as added by Acts 2021, 87th Leg., R.S., Ch. 1005 (H.B. 4509), Sec. 3

Text of subsection effective until December 02, 2021

(h-2) In providing instruction regarding the founding documents of the United States as described by Subsection (h-1)(4), a school district or open-enrollment charter school shall use those documents as part of the instructional materials for the instruction.

Text of subsection as added by Acts 2021, 87th Leg., R.S., Ch. 772 (H.B. 3979), Sec. 1

Text of subsection effective until December 02, 2021

(h-2) In adopting the essential knowledge and skills for the social studies curriculum, the State Board of Education shall adopt essential knowledge and skills that develop each student's civic knowledge, including an understanding of:
(1) the fundamental moral, political, and intellectual foundations of the American experiment in self-government;
(2) the history, qualities, traditions, and features of civic engagement in the United States;
(3) the history of Native Americans;
(4) the structure, function, and processes of government institutions at the federal, state, and local levels;
(5) the founding documents of the United States, including:
(A) the Declaration of Independence;
(B) the United States Constitution;
(C) the Federalist Papers;
(D) the transcript of the first Lincoln-Douglas debate;
(E) the writings of and about the founding fathers and mothers and other founding persons of the United States, including the writings of:
(i) George Washington;
(ii) Ona Judge;
(iii) Thomas Jefferson;
(iv) Sally Hemings; and
(v) any other founding persons of the United States;
(F) writings from Frederick Douglass's newspaper, the North Star;
(G) the Book of Negroes;
(H) the Fugitive Slave Acts of 1793 and 1850;
(I) the Indian Removal Act;
(J) Thomas Jefferson's letter to the Danbury Baptists; and
(K) William Still's Underground Railroad Records;
(6) historical documents related to the civic accomplishments of marginalized populations, including documents related to:
(A) the Chicano movement;
(B) women's suffrage and equal rights;
(C) the civil rights movement;
(D) the Snyder Act of 1924; and
(E) the American labor movement;
(7) the history of white supremacy, including but not limited to the institution of slavery, the eugenics movement, and the Ku Klux Klan, and the ways in which it is morally wrong;
(8) the history and importance of the civil rights movement, including the following documents:
(A) Martin Luther King Jr.'s "Letter from a Birmingham Jail" and "I Have a Dream" speech;
(B) the federal Civil Rights Act of 1964 (42 U.S.C. Section 2000a et seq.);
(C) the United States Supreme Court's decision in Brown v. Board of Education;
(D) the Emancipation Proclamation;
(E) the Universal Declaration of Human Rights;
(F) the Thirteenth, Fourteenth, and Fifteenth Amendments to the United States Constitution;
(G) the United States Court of Appeals for the Ninth Circuit decision in Mendez v. Westminster;
(H) Frederick Douglass's Narrative of the Life of Frederick Douglass, an American Slave;
(I) the life and work of Cesar Chavez; and
(J) the life and work of Dolores Huerta;
(9) the history and importance of the women's suffrage movement, including the following documents:
(A) the federal Voting Rights Act of 1965 (52 U.S.C. Section 10101 et seq.);
(B) the Fifteenth, Nineteenth, and Twenty-Sixth Amendments to the United States Constitution;
(C) Abigail Adams's letter "Remember the Ladies";
(D) the works of Susan B. Anthony; and
(E) the Declaration of Sentiments;
(10) the life and works of Dr. Hector P. Garcia;
(11) the American GI Forum;
(12) the League of United Latin American Citizens; and
(13) Hernandez v. Texas (1954).