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TASK FORCE TO STUDY THE HISTORY AND LEGACY OF SLAVERY IN MARYLAND (Final Report) 1999/12/31 MdHR 991422 MdHR 991422, Image No: 206 Print image (68K) |
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TASK FORCE TO STUDY THE HISTORY AND LEGACY OF SLAVERY IN MARYLAND (Final Report) 1999/12/31 MdHR 991422 MdHR 991422, Image No: 206 Print image (68K) |
| A Summary of The Education That Is Multicultural Regulations Title 13A State Board of Education Subtitile 04 Specific Subjects Chapter 05 Education That Is Multicultural According to state law, the actual Education That Is Multicultural (ETM) Regulations can not be published on this website. However, the Regulations are available at public^libraries. Local school systems also have the Regulations. Since presentation here is forbidden, a brief summary of cogent points of the Regulations is provided below. History of the Regulations The administrative history of these Regulations dates back to 1970. Since then, the Regulations have been revised periodically. The Regulations were last amended in 1994. Currently the Maryland State Board of Education is considering additional revisions to the language in the Regulations. These amendments are based on recommendations from the Maryland State Education That Is Multicultural Advisory Council. The recommended changes are listed in the report Minority Achievement in Maryland: the State of the State. Moreover, these revisions will serve to close the semantic gap and clarify the relationship between ETM and minority achievement. Scope of the Regulations The Regulations are intended to guarantee success for Maryland's students by pursuing equity and quality in education. The Regulations provide guidelines for education that is multicultural. These guidelines establish goals for that impact curriculum, instruction, professional development, and educational resources. The Regulations refer to education that is multicultural as a "continuous, integrated, multiethnic, multidisciplinary process for educating all students about diversity and commonality." Diversity factors mentioned in the Regulations include race, ethnicity, gender, religion, language, socioeconomic status, region, disabilities, and age. By infusing curriculum and instruction with tenets and strategies related to education that is multicultural, the goal is to prepare students to lead successful lives and better participate in a globally oriented society. Definitions in the Regulations The ETM Regulations also include definitions of terms associated with education that is multicultural in Maryland. These definitions explain words and phrases used in the Regulations. The terms defined are: bias, commonality, • cultural groups, cultural linguistic patterns, |