State school in the context of "Academy (English school)"

Social justice is justice in relation to the distribution of wealth, opportunities, and privileges within a society where individuals' rights are recognized and protected. In Western and Asian cultures, the concept of social justice has often referred to the process of ensuring that individuals fulfill their societal roles and receive their due from society. In the current movements for social justice, the emphasis has been on the breaking of barriers for social mobility, the creation of safety nets, and economic justice. Social justice assigns rights and duties in the institutions of society, which enables people to receive the basic benefits and burdens of cooperation. The relevant institutions often include taxation, social insurance, public health, public school, public services, labor law and regulation of markets, to ensure distribution of wealth, and equal opportunity.

Modernist interpretations that relate justice to a reciprocal relationship to society are mediated by differences in cultural traditions, some of which emphasize the individual responsibility toward society and others the equilibrium between access to power and its responsible use. Hence, social justice is invoked today while reinterpreting historical figures such as Bartolomé de las Casas, in philosophical debates about differences among human beings, in efforts for gender, ethnic, and social equality, for advocating justice for migrants, prisoners, the environment, and the physically and developmentally disabled.

Education in South Korea is provided by both public schools and private schools with government funding available for both. South Korea is known for its high academic performance in reading, mathematics, and science, consistently ranking above the OECD average. South Korean education sits at ninth place in the world. Higher education is highly valued. People believe doing well in school helps them move up in society and have better jobs.

The education system in South Korea is known for being very strict and competitive. Students are expected to get into top universities, especially the "SKY" universities (Seoul National University, Korea University and Yonsei University). While this focus has helped the nation's economy grow and boost the rate of education of its people, the issues that arise from this has left much up for debate.

The Puerto Rico representative districts (Spanish: distritos representativos) refers to the electoral districts in which Puerto Rico is divided for the purpose of electing 40 of the 51 members of the House of Representatives of Puerto Rico (with the other 11 being elected at-large). The island is currently divided into 40 representative districts, each based on a similar number of inhabitants, and comprising one or more precincts—an electoral division divided, in turn, into colleges (Spanish: colegios). A college usually is defined simply by the nearest public school to the voter's declared residence. American citizens (including Puerto Ricans) may vote only in the district in which they have declared their residence, and only for one candidate, for up to one member of the House per district by first-past-the-post. (As well, each voter may cast a vote for the election of an at-large member of the House of Representatives.)

The Fourteenth Amendment (Amendment XIV) to the United States Constitution was adopted on July 9, 1868, as one of the Reconstruction Amendments. Considered one of the most consequential amendments, it addresses citizenship rights and equal protection under the law at all levels of government. The Fourteenth Amendment was a response to issues affecting freed slaves following the American Civil War, and its enactment was bitterly contested. States of the defeated Confederacy were required to ratify it to regain representation in Congress. The amendment, particularly its first section, is one of the most litigated parts of the Constitution, forming the basis for landmark Supreme Court decisions, such as Brown v. Board of Education (1954; prohibiting racial segregation in public schools), Loving v. Virginia (1967; ending interracial marriage bans), Roe v. Wade (1973; recognizing federal right to abortion until overturned in 2022), Bush v. Gore (2000; settling 2000 presidential election), Obergefell v. Hodges (2015; extending right to marry to same-sex couples), and Students for Fair Admissions v. Harvard (2023; prohibiting affirmative action in most college admissions).

The amendment's first section includes the Citizenship Clause, Privileges or Immunities Clause, Due Process Clause, and Equal Protection Clause. The Citizenship Clause broadly defines citizenship, superseding the Supreme Court's decision in Dred Scott v. Sandford (1857), which held that Americans descended from African slaves could not become American citizens. The Privileges or Immunities Clause was interpreted in the Slaughter-House Cases (1873) as preventing states from impeding federal rights, such as the freedom of movement. The Due Process Clause builds on the Fifth Amendment to prohibit all levels of government from depriving people of life, liberty, or property without substantive and procedural due process. Additionally, the Due Process Clause supports the incorporation doctrine, by which portions of the Bill of Rights have been applied to the states. The Equal Protection Clause requires each state to provide equal protection under the law to all people, including non-citizens, within its jurisdiction.

Brown v. Board of Education of Topeka, 347 U.S. 483 (1954), was a landmark decision of the United States Supreme Court which ruled that U.S. state laws establishing racial segregation in public schools violate the Equal Protection Clause of the Fourteenth Amendment and hence are unconstitutional, even if the segregated facilities are presumed to be equal. The decision partially overruled the Court's 1896 decision Plessy v. Ferguson, which had held that racial segregation laws did not violate the U.S. Constitution as long as the facilities for each race were equal in quality, a doctrine that had come to be known as "separate but equal" and was rejected in Brown based on the argument that separate facilities are inherently unequal. The Court's unanimous decision in Brown and its related cases paved the way for integration and was a major victory of the civil rights movement, and a model for many future impact litigation cases.

The case involved the public school system in Topeka, Kansas, which in 1951 had refused to enroll the daughter of local black resident Oliver Brown at the school closest to her home, instead requiring her to ride a bus to a segregated black school farther away. The Browns and twelve other local black families in similar situations filed a class-action lawsuit in U.S. federal court against the Topeka Board of Education, alleging its segregation policy was unconstitutional. A special three-judge court of the U.S. District Court for the District of Kansas heard the case and ruled against the Browns, relying on the precedent of Plessy and its "separate but equal" doctrine. The Browns, represented by NAACP chief counsel Thurgood Marshall, appealed the ruling directly to the Supreme Court, who issued a unanimous 9–0 decision in favor of the Browns. However, the decision's 14 pages did not spell out any sort of method for ending racial segregation in schools, and the Court's second decision in Brown II (1955) only ordered states to desegregate "with all deliberate speed".

Desegregation busing (also known as integrated busing, forced busing, or simply busing) was a civil rights measure in the United States that came to national prominence in the 1970s. The goal of desegregation busing was to diversify the racial make-up of public schools by transporting students to more distant areas with less diverse student populations. Typically, this involved the busing of black students to schools out of district that were majority white. However, busing also occurred vice versa with the busing of white students to majority black schools.

While the 1954 U.S. Supreme Court landmark decision in Brown v. Board of Education declared racial segregation in public schools unconstitutional, many American schools continued to remain racially homogeneous. In an effort to address the ongoing de facto segregation in schools, the 1971 Supreme Court decision, Swann v. Charlotte-Mecklenburg Board of Education, ruled that the federal courts could use busing as a further integration tool to achieve racial balance.

A secondary school, high school, or senior school, is an institution that provides secondary education. Some secondary schools provide both lower secondary education (ages 11 to 14) and upper secondary education (ages 14 to 18), i.e., both levels 2 and 3 of the ISCED scale, but these can also be provided in separate schools. There may be other variations in the provision: for example, children in Australia, Hong Kong, and Spain change from the primary to secondary systems a year later at the age of 12, with the ISCED's first year of lower secondary being the last year of primary provision.

In the US, most local secondary education systems have separate middle schools and high schools. Middle schools are usually from grades 6 – 8 or 7 – 8, and high schools are typically from grades 9 – 12. In the United Kingdom, most state schools and privately funded schools accommodate pupils between the ages of 11 and 15 or between 11 and 18, some UK private schools, i.e. public schools, admit pupils between the ages of 13 and 18.

The Jim Crow laws were state and local laws introduced in the Southern United States in the late 19th and early 20th centuries that enforced racial segregation. The origin of the term "Jim Crow" is obscure, but probably refers to slave songs that refer to an African dance called "Jump Jim Crow." The last of the Jim Crow laws were generally overturned in 1965 by the Voting Rights Act of 1965. Formal and informal racial segregation policies were present in other areas of the United States as well, even as several states outside the South had banned discrimination in public accommodations and voting. Southern laws were enacted by white-dominated state legislatures (Redeemers) to disenfranchise and remove political and economic gains made by African Americans during the Reconstruction era. Such continuing racial segregation was also supported by the successful Lily-white movement.

In practice, Jim Crow laws mandated racial segregation in all public facilities in the South, beginning in the 1870s. Jim Crow laws were upheld in 1896 in the case of Plessy v. Ferguson, in which the Supreme Court laid out its "separate but equal" legal doctrine concerning facilities for African Americans. Public education had essentially been segregated since it began during the Reconstruction era after 1863. Companion laws excluded most African Americans from the vote in the South.

Intelligent design (ID) is a pseudoscientific argument for the existence of God, presented by its proponents as "an evidence-based scientific theory about life's origins". Proponents claim that "certain features of the universe and of living things are best explained by an intelligent cause, not an undirected process such as natural selection." ID is a form of creationism that lacks empirical support and offers no testable or tenable hypotheses, and is therefore not science. The leading proponents of ID are associated with the Discovery Institute, a Christian, politically conservative think tank based in the United States.

Although the phrase intelligent design had featured previously in theological discussions of the argument from design, its first publication in its present use as an alternative term for creationism was in Of Pandas and People, a 1989 creationist textbook intended for high school biology classes. The term was substituted into drafts of the book, directly replacing references to creation science and creationism, after the 1987 Supreme Court's Edwards v. Aguillard decision barred the teaching of creation science in public schools on constitutional grounds. From the mid-1990s, the intelligent design movement (IDM), supported by the Discovery Institute, advocated inclusion of intelligent design in public school biology curricula. This led to the 2005 Kitzmiller v. Dover Area School District trial, which found that intelligent design was not science, that it "cannot uncouple itself from its creationist, and thus religious, antecedents", and that the public school district's promotion of it therefore violated the Establishment Clause of the First Amendment to the United States Constitution.