Introduction
Arizona’s school systems strive to give all its students a high-quality education regardless of race or ethnicity. They consider classification patterns and student assignments to various schools to attain racial balance. The legal ramifications of these designations and assignments and how they relate to the equal protection clause of the Arizona Constitution and the US Constitution will be the main topic of this discussion. It will also describe the requirements for equal protection concerning various designations and assignments. Although racial balance in schools is crucial, navigating the legal and social ramifications of these classifications and assignments can be challenging.
Summary of Factual Background
To ensure that all students receive an equitable education, many school districts, including Arizona state schools, use classifications and student assignments to maintain racial balance. Racial balancing in the United States involves allocating students to schools based on ethnicity to counter the racial segregation that has dominated public schools for decades (De Voto & Wronowski, 2019). The Arizona legislature has set forth the rules that must be followed when making these decisions, which state that no one should be denied access to a school because of race or ethnicity (Arizona Legislature, n.d.). Additionally, when assigning students to different schools for racial balance purposes, the district must ensure that they follow all of the rules set forth by state and federal law (The Constitution of the United States, n.d.). This includes the Equal Protection Clause of Arizona and the United States Constitutions, which prohibit discrimination based on race or ethnicity.
The Legal Issues Presented
Several legal issues must be considered when allocating students to various schools to achieve racial equity. First, school districts must ensure their decisions align with the Arizona and United States constitutions. According to Thomas McClory (2010), an expert on the Arizona Constitution, school districts must consider constitutional protections when making these decisions. In two significant instances, Regents of the University of California v. Bakke (1978) and Grutter v. Bollinger (1998), the U.S. Supreme Court addressed the matter (2003).
In Bakke, the Court invalidated racial quotas in a medical school’s admissions procedure. The Court ruled that although race might be considered when making admissions decisions, it could not be the only deciding factor (Arthur & Shapiro, 2021). The Court highlighted the need for such programs to be specifically tailored and to further a vital public interest. In Grutter, the Supreme Court supported using race as a criterion for admission at the University of Michigan Law School (Carter & Lippard, 2020). The Court decided the institution had a strong incentive to diversify its student body.
Requirements of Equal Protection
When assigning students to different schools to achieve racial balance, school districts must ensure that they follow the requirements of both the Arizona Constitution and the United States Constitution. McClory (2012) contends that in order to uphold equal protection, people should not be denied admission to a public school based purely on their race or ethnicity. This aligns with the Equal Protection Clause of the Fourteenth Amendment, which requires all people to receive equal opportunities for quality education (Vishwanath, 2019). They must ensure that every student, regardless of race or ethnicity, has an equal chance to acquire the best education.
Conclusion
In achieving racial balance, using race as a deciding factor when allocating students to schools has proved divisive in the US. Although the Supreme Court has supported some racial discrimination in admissions practices, it has also placed tight restrictions on them. Race-based policies must be carefully targeted to accomplish a compelling government objective and cannot be the only deciding factor in assigning students to classes. Equal protection mandates that all people, regardless of color or ethnicity, be treated similarly under the law.
References
Arizona legislature. (n.d.). Constitution of the state of Arizona. Arizona Legislature. Web.
Arthur, J., & Shapiro, A. (2021). Affirmative action in universities: Regents of the University of California v. Bakke. Campus Wars, 137–143. Web.
Carter, J. S., & Lippard, C. D. (2020). Case study 1: The Gratz and Grutter Supreme Court cases against the University of Michigan. The Death of Affirmative Action? 115–154. Web.
De Voto, C., & Wronowski, M. L. (2019). The resegregation of public schools? Examining parents involved in the practice. Education Policy Analysis Archives, 27, 4. Web.
McClory, T. (2010). Understanding the Arizona Constitution. University of Arizona Press.
McClory, T. (2012). Understanding the Arizona Constitution 2nd Edition Supplement 2012. UAPress. Web.
The Constitution of the United States. (n.d.). The Constitution of the United States. Web.
Vishwanath, P. (2019). Neurodiversity in public schools: A critique of special education in America: Semantic scholar. Hastings Constitutional Law Quarterly. Web.