Could you help me to arrange the narrative outline for these papers. Please?

Implications Given the laws and court cases noted in this paper, it is clear that schools need to be careful in their academic programming and decision making. From deciding where to build schools, how to arrange student transportation, how to punish students, and how to integrate gifted and talented programs, schools are constantly navigating issues that have real world implications for children of color. As noted above, Title VI is federal law. In fact, it was under that law that schools in racist and prejudice areas of the country were forced to comply. However, even in areas that are less discriminatory, problems can occur. According to Whitney Pirtle (2019) in her piece in The Atlantic, trackng has created separate and unequal education systems within single schools. This has implications for current schooling. Even if you are in a school that has an even number of black and white students, if all of the gifted and talented courses and advanced classes only have white students, that is evidence of discrimination. Even in liberal, northern cities, problems still exist. In 2019, only 7 black students got into Stuyvesant, which is New York City's most selective high school, out of 895 spots (Shapiro, 2019). This stark differential leads one to question how they decide who enters their program. It appears that black students are not succeeding with the metric they use. Institutionalized prejudice exists in schools and the law can help correct some injustices, but not all. Recommendations to improve the situation should be followed. Recommendations In order to ensure that teachers and administrators are reducing racial prejudice in their learning community, the legal framework of Title VI must be followed. School administrators need to review all of their programming and curriculum and ask themselves the tough questions. Are students of color provided the same educational opportunities as white students in my school? Are students of color made to travel further than white students in order to take advantage of educational opportunities? In searchng for equity, schools must put in place policies that level the playing field for students of color. If prejudice is evident in these decisions, then organizations will challenge school policies. The court cases noted above demonstrate the enforcement of equal educational opportunities by the federal government. School districts may end up Spending a lot of money defending themselves in court and getting very bad press in the process. I recommend school review boards be convened, comprised of all of the stakeholders in order to ensure that school programming is fair, just, and non-discriminatory. I further recommend that schools provide opportunities for parents of students of color to participate in parent communities. Educators should have diverse reading materials in the classroom that show representation of different looking families. All of these decisions help schools provide more equitable education and help them follow the law. Analysis The Office of Civil Rights enforces the laws that prevent discrimination in schools based on race. If the programs in the school are not equitable, that is a problem for administrators and teachers, as parents of students of color will have the right to sue. Title VI of the Civil Rights Act (1964) prohibits discrimination on the basis of race, color, and national origin in federally- assisted programs such as almost all educational programs. Desegregating schools in this country was not accomplished overnight and many cases linger into the modern era. In Anderson 81 United States v. Madison County School District (1999), black plaintiffs opposed the building of five schools designed to integrate the school system, claiming that black students had to travel much further than the white students in order to attend school. The district court issued an order approving the school district's construction plan, but the court also required that the school district take steps to reduce the transportation times to school for black students. The issue as to how far children must travel in order to get access to equal education is quite serious and frequent. For example, on J anuaty 30, 2017, the District Court for the Eastern District of Louisiana approved the consent order for Banks 8: United States v. St. James Parish School Board (2018), declaring that the District has already met its desegregation obligations in the area of transportation, which had been a problem for years previously. Even within one school, children of color need access to all of programs within the learning community. For example, in 2018, Coppedge 8: United States v. Franklin County Board of Education, the court continues to retain jurisdiction over student assignments, which includes the school district's administration of discipline and its gifted and talented programs. Black students are more likely than others to be suspended and expelled which can hold them back academically (Gregory & Fergus, 2017). Prejudice and Equal Access to Education Introduction Before schooling was integrated in the United States, injustice was evident and obvious. Schools that served primarily non-white students had less access to and funding for strong educational materials. The schools were less cared for and the curriculum was not as demanding. Recognizing that separate, but equal school schooling was not actually equal, the courts removed the barriers of segregation. However, a new challenge arose. Racial prejudice continued to exist after schools were integrated and these fraught issues can still be found in educational settings today. Administrators, teachers, and the larger school community have to navigate ridding their schools from lingering prejudice. In this paper, I will explore cases and education regulations that help schools reduce racial prejudice and provide guidance for school leaders. Given that students of color sometimes do not feel completely comfortable in schools that have predominantly white teachers and administrators, issues surrounding prejudice are frequently in the news. There are classroom lessons about slavery and schoolwide literary choices that end up being racial minefields that have to be managed, leaving both students and faculty questionng what is the best way to address racial prejudice in today's schools. Using educational legal precedent, this paper will address the following questions: What is the legal framework that schools must follow in order to reduce racial prejudice in their learning community and what should stakeholders know? How can administrators and teachers ensure that prejudice is eradicated from their classrooms? In the first section, the paper will explore the lingering issues regarding desegregation, as enforcement of a truly integrated school is not always easy to achieve. Laws and court cases will be explored. In the second section, the implications of these laws will be described. In the last section, recommendations for school administrators and teachers are provided