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This article presents a survey of the significant developments in the area of K-12 education law in Virginia from 2012 to the present. After two of the most active legislative and judicial sessions for education policy in recent years, this review can present only a select number of the many education-related statutes and judicial decisions introduced during this time. This survey places a special emphasis on the Virginia General Assembly's recent legislative updates to the Virginia education code. The volume and significance of these updates reflects Governor Robert McDonnell's commitment in 2013 to pursuing a bold education agenda. As Congress begins to seriously consider the reauthorization ofthe Elementary and Secondary Education Act of 1965, however, the education community may need to prepare for additional significant changes to the K-12 school law landscape.

The purpose of this thesis is to present an analysis of the developement and present status of humane education in the United States, its administration, aims, and methods. The field of humane education has this peculiarity, that while it has gained almost universal recognition as an important element in the child's experience, it has as a general rule been provided not by the school itself but by an outside agency in cooperation with the school authorities. The reference is to the work of numerous state and city humane societies who have carried on as a part of their activities a program of education. ; https://www.wellbeingintlstudiesrepository.org/hebg/1001/thumbnail.jpg

Supplements and amendments accompany some issues. ; Mode of access: Internet. ; Issued 18 -19 by the Superintendent of Public Instruction; 19 by the Supervisor of Documents; 19 by Bureau of Printing, Documents Section; 19 - by Printing Division, Documents Section. ; Code for 19 - prepared by California Code Commission.

In educational research literature the role of education as a means for social upward mobility is quite well accepted. However, there are examples where education conserves and perpetuates social class. Each year, after the campus placements, one comes across a familiar situation where some students get selected and some others with equal academic achievements get rejected. This event occurs when one has nearly completed one's education. The problem that lies at the root of this observation is that students do not enter school/college with equal cultural, social and economic capital. Teachers with their egalitarian values treat them as equals, making no distinctions among them. They ignore the obvious distinctions among students rather than addressing them, thereby, helping preserve these differences. The school teachers ignore, the college teachers ignore and finally the professional teachers also ignore the differences. Consequently, the differential in the cultural and social capital of students continues. To find out whether education preserves or bridges these differences the author studied the impact of annual family income, level of father's education, level of mother's education, father's profession, mother's profession, area of location of school and the medium of instruction at school on the preparation and performance of students in three different types of engineering colleges. Her sample consisted of 740 students studying in the third year of their 4-year engineering degree course. She compared the performance of students from highest income group with the students from lowest income group, performance of students whose fathers were uneducated with students with professionally educated fathers, students with uneducated mothers and those with professionally educated mothers, students whose fathers were engaged in agriculture with those whose fathers were in profession, students whose mothers were not working and those with mothers in profession, students from rural schools with those from urban schools, and performances of students from English medium schools and students from regional language medium schools through independent sample t-tests and found that though the means of students from high income families, from English medium schools, from schools located in urban areas were higher on all subjects in class ten and class twelve board examinations and higher Semester Grade Point Averages but some differences were not statistically significant. The findings are discussed along with educational implications. The paper is concluded with suggestions for the educators and their renewed responsibilities in the light of findings.