Legality

Previous Chapter

Short Answer

“If they can get you asking the wrong questions, they don’t have to worry about answers.”

  • Thomas Pynchon, Gravity’s Rainbow (1973)

Notice: All information in this chapter is NOT legal advice.

What rules you must follow depends on location, subject, and employer.

Self-regulation in practice works about as well as you’d expect (i.e. poorly), which is why regulations and enforcements from outside, third parties and higher authorities exist.

  • More often than not, regulations are written in blood.

Tertiary education (colleges, universities, etc.) and secondary education offering college courses may operate under different rules compared to primary and secondary education.

Long Answer

Repeat Notice: All information in this chapter is NOT legal advice.

It doesn’t matter if you’re a teacher, an administrator, or a non-education role working with education systems. There’s a lot of laws to get familiar with and they’re all important.

Legality protects everyone involved in an education system.

First, the obvious. What is a law is still a law you follow in education.

As for the less obvious, it depends on your area’s jurisdiction. I’m most familiar with the state of Colorado in the United States, so my examples are from there and I will use Colorado as my primary reference for this chapter. Other states should have different organizations and/or the same organizations serving the same roles. If outside the United States, other bodies like a national education department or judicial group(s) may serve these roles instead.

Using the State of Colorado as an example, I had some level of interaction with these types of organizations and laws. I don’t expect to list, remember, or describe every organization, act, and law here, because that would be its own book, if not several books, on those alone.

Federal/National Level

  • U.S. Department of Education
  • U.S. Federal Court and Copyright Office
  • U.S. Department of Justice
  • U.S. Department of Labor
  • American Council on Education (ACE)
  • Department of Public Safety (Mandatory Reporting)
  • HIPAA, FERPA, and GDPR
  • Fair and Appropriate Public Education (FAPE)
  • Individuals with Disabilities Education Act (IDEA)
  • Every Student Succeeds Act (ESSA)
  • General Educational Development (GED)
  • Title VI and Title IX
  • Child Protective Services (CPS) (also at state level)
  • International Baccalaureate (IB/IBO)
  • ACT
  • College Board (SAT, AP, etc.)

State Level

  • Colorado Department of Education (CDE)
  • District Offices
  • School Boards
  • Recording and Consent Laws

Other Classification

  • Software Organizations
  • Service Agencies
  • Contractors and “Subs” (sub-contractors)

For high schools with specialized tracks, colleges, and universities, your list may include, but is not limited to, accreditations necessary for licensing and job requirements, such as:

  • Higher Learning Commission (HLC)
  • Western Association of Schools and Colleges Senior College and University Commission (WSCUC)
  • Association to Advance Collegiate Schools of Business (AACSB)
  • Accreditation Board for Engineering and Technology (ABET)
  • National Architectural Accrediting Board (NAAB)

Education in School Types (Overview)

Education is a responsibility of the state, including its public and private organizations, to establish, fund, and maintain schools and education (Colorado Department of Education, 2022). “State” means states like New York, Kansas, and Colorado, not the United States as a country. For this section and onward, I’ll use state of Colorado regulations as my examples.

Of the organizations listed, the CDE plays the broadest role in Colorado education. District offices and school boards oversee individual public, private, and charter schools, but the CDE sits above them in legal hierarchy. The CDE serves multiple roles, such as (Colorado Department of Education, 2025a, 2025d):

  • Defining and regulating different school types
  • Defining rules for home-schooling programs
  • Overseeing student protections, medical health, and accommodations
  • Issuing licenses and certification requirements
  • Establishing continuing education requirements
  • Implementing state education laws and policies
  • Providing guidance for instructional materials
  • Enforcing state-wide laws related to education

There are exceptions to what education facilities and programs the CDE holds direct oversight on, notably private schools, but they are not fully exempt from all CDE regulations. They still abide by many CDE standards, such as building standards, health, basic education, and attendance requirements (Colorado Department of Education, 2013). In case the CDE has issues, the U.S. Department of Education also keeps track of state regulations, like Colorado’s, on locations like their ed.gov website (U.S. Department of Education, 2025).

Teachers interact mainly with their respective district offices and school boards, which are regulated by the CDE. Districts and school boards typically oversee items like the following, in addition to any CDE/state regulations:

  • Permiting learning materials like textbooks
  • Approving curricula for various subjects
  • Allowing or disallowing technology use, like applications
  • Defining additional rules and regulations

Private schools follow different rules from public schools, allowing them more freedom for internal affairs, curriculum, and teaching methods. Despite this increased freedom, the CDE considers private schools as private/small businesses instead of educational institutions (Colorado Department of Education, 2025c). This means the CDE cannot accredit or endorse private schools, hold jurisdiction over their operations, nor act as a custodian of a private school’s records and transcripts. It also means a private school may technically employ teachers without teaching licenses, but a public school cannot.

The CDE also oversees and supports online public schools and online education programs in general, performing roles like facilitation, creation, and quality control (Colorado Department of Education, 2025e).

Independent instructors may use platforms like YouTube, Udemy, and Coursera for their content and may operate under DMCA safe harbor provisions, i.e. Section 512 (U.S. Copyright Office, 2020). For these platforms, it can be as simple as making a video or presentation on a topic you’re passionate about and want to share with others. Rather than traditional educational bodies, you’ll deal primarily with the rules (and monetization requirements) of your hosting platforms as well as U.S. Federal Courts and the Copyright Office to protect any content you or other creators made.

There are some online courses separate from educational institutions that count towards college credits, such as IBM Professional Certificates endorsed by the American Council of Education (ACE), but where they count towards credit varies significantly and is outside the scope of this discussion (Coursera Staff, 2025). Nevertheless, be aware that they do exist.

Student Protection Laws

Notice: This is for the United States only.

In most cases, students, teachers, and staff deal with FERPA and HIPAA. FERPA and HIPAA are safeguards for people’s personal information, such as address, first and last name, gender, and other personal identifiers (PIDs and PIIs). You cannot share this information outside of specific cases, such as other teachers in your school, law enforcement, public health, EMTs, and the parent(s)/guardian(s) of the relevant student(s) (CDC, 2024). Sharing information with professionals in outside organizations, even other teachers not a part of your school, may also violate FERPA/HIPAA in certain circumstances.

For more information on FERPA and HIPAA, see the following links below:

Per the U.S. Department of Health & Human Services (2020) and the American Academy of Pediatrics (2024), the FERPA and HIPAA relationship stems from the fact that educational records covered under FERPA are excluded from HIPAA, but both cover personal information. They both have their own set of regulations when it comes to disclosing health information as well.

In a teaching position, expect to follow FERPA guidelines more than HIPAA guidelines, but you’ll still need to abide by both laws.

Student Disabilities and Accommodations

For students with disabilities and accommodations, you’ll be expected to adjust your lesson plans and curriculum to meet their needs. Sometimes this is easy to do and other times this is extremely difficult to accommodate.

In the United States, the most common accommodations I’ve personally seen are Individualized Education Plans (IEPs) and Section 504 Plans (504s). States, like Colorado, may have guidelines for Individualized Health Plans (IHPs) to cover specific health needs and treatments (Colorado Department of Education, 2025b). Sometimes there are Behavior Intervention Plans or Behavior Support Plans (BIPs and BSPs), but I’ve encountered them less often in comparison. Each plan addresses physical, mental, medical, cognitive abilities, education, and learning ability.

In practice, these plans are typically satisfied by school staff with two methods: service hours and specific accommodations. Service hours are the amount of instructional/support time a student is entitled to while specific accommodations are supports/modifications provided for a student’s learning.

Per the U.S. Department of Education, there are explicit standards on IEPs and 504s. To summarize, an IEP focuses on modifying the instruction/delivery of material/content and establishes specialized goals and milestones. In contrast, a 504 focuses on changing the environment in which learning occurs (e.g., seating arrangement, extra test time, etc.) due to limits in major life functions and impairments (Schultz, 2022).

IEPs and 504s have nationwide resources available, whereas IHPs have info at the state level. Here are a few links/sources for future reference.

These plans account for a student’s learning. These plans do not grant students qualified immunity from consequences when violating school rules and other laws, such as assault, bringing a weapon on campus, and battery. Initially establishing one of these plans is not always your responsibility as a teacher, but meeting the plan’s accommodations and understanding a student’s specific needs are a teacher’s responsibility. Additionally, these plans can change over time and are not immutable for the entire student’s learning journey.

Another important note: you also cannot tell other students, even in the same class, that one of your student(s) has an IEP/504. That also violates FERPA because students don’t have a legitimate, educational need-to-know basis for that information.

  • By extension, you also are heavily restricted on asking about any medical conditions related to the accommodations as well.
  • The only potential way around this is if the student, or parent/guardian depending on their age, discloses details of their own IEP/504/etc. and conditions publicly. That’s when it’s waived, but you’re still only allowed to say what is now public knowledge.

Behavioral Intervention Plans (BIPs)

I separated these from the previous section intentionally. For context, this is written on March 2026.

In theory, these plans help students struggling to control behaviors and actions in class.

In practice, it’s utilized as a layer of protection to avoid the education system getting sued or into legal trouble, with the promise that the kid won’t be removed. Additionally, some teachers may not have adequate training or supports to properly follow through these plans, which suggests needed improvements (Iovannone et al., 2024). Due to these issues, BIPs are boilerplate solutions and there’s often no resources or available personnel to help that student outside of specialized schools.

For my opinion, I cannot help but view a BIP as a means to keep students and clients (i.e. parents) happy and in education, but stranded without sufficient help.

Mandatory Reporting

Notice: This is primarily for the state of Colorado, but other states may apply.

Teachers (among other professions) are legally required to report suspected child abuse or neglect to the appropriate hotline (Childcare.gov, n.d.). Reports may vary by state, but typically go to the local Department of Human Services, Child Welfare Division (Colorado Department of Public Safety, n.d.). After filing a report, the investigation is then handled by CPS and law enforcement.

Generally speaking, it’s safer to report and be wrong (type 1 error or false positive) than stay silent and miss abuse cases (type 2 error or false negative).

  • As a caution: Failing to report or intentionally filing a false report may result in misdemeanor or felony charges depending on jurisdiction (Child Welfare Information Gateway, 2019).

Teacher Protection Laws

There’s various laws in place to protect you, the teacher, in case of incidents. There are also times where you’ll need to go “above your manager” or outside the chain-of-command becauses of work environment issues or for legal compliance with authorities. Because of the quantity and variety of these protections, I won’t explain every single one of them.

These protections may be useful when reporting direct violations of laws, like sexual harassment or civil/criminal misconduct, or times where the principal/manager is unable to provide a safe work environment. There are various organizations overseeing these protections for both public or private employees, such as Public Health and Safety organizations in each state and OSHA at federal level. In addition, retaliation laws may apply if you lose your role as a result of taking action (U.S. Department of Labor, 2025).

In addition:

  • The process may take an extended time to complete.
  • You can press crimial charges against students as well, but the ages juveniles receive charges as an adult varies across states (Interstate Commission for Juveniles, 2025).

What about showing and using content like YouTube videos in a face-to-face classroom?

If you want the long answer, it’s probably OK under Title 17 of the United States Code (2024). There’s also three separate sources to refer to:

  1. Title 17
  2. 17 USC 106: Exclusive rights in copyrighted works
  3. 17 USC 110: Limitations on exclusive rights: Exemption of certain performances and displays

As for a short answer, as long as the following apply, it’s likely permissible:

  1. Physically done at a non-profit educational institution
  2. Part of face-to-face instruction (not online!) and a part of instructional standards/objectives
  3. Shown specifically in a classroom/instructional space
  4. Not streamed or uploaded publicly
  5. The video itself is lawfully made by its creator and streamed directly from YouTube
  6. It doesn’t conflict with YouTube’s own terms of service.
  7. No admission or fees are charged for showing it in the classroom

Keep in mind Title 17 is a primary source. Other laws may still supercede it like organizational contract terms, Fair Use, DMCA, and more.

Again, this isn’t legal advice; it’s a summary of what educators and copyright experts interpret for copyright exemptions in classroom use. For better guidance, refer to public legal literature or a qualified expert in copyright.

Social Media and “The Blame Game”

In a teacher role, you’re usually the front line. If something goes wrong, you’re often the first person blamed because you’re easy to reach, limited in defense mechanisms, and convenient to blame.

Social media is not always your friend. Besides potentially violating FERPA/HIPAA, you aren’t necessarily protected in saying whatever you want. If you have a “spicy” political opinion, you shouldn’t post that in written form and have it drafted as evidence against you in a court of law.

For case studies related to social media and speech, I see these three cited often:

“Punishable by Fine”

…Can be joked about in three ways:

  1. It’s a business plan; not a guardrail.
  2. Legal for a price.
  3. It’s not nice, but legal.

Outside of that, it depends how it’s implemented. A small flat fee, without any additional consequences, implicitly creates an inequality gap on who can do what and deters only a handful of people compared to, ideally, as many people as possible.

Even if said fee increases to percentage of revenue (or assets) and scales properly based on the damages done, that may decrease the number of issues. If it’s not coupled with something you cannot “pay off,” however, you’ll still get people who do it because the consequences are of no consequence.

Bribes can also go under here as well, though they aren’t a “fine” you do after the fact and instead uses wealth to bypass a barrier in advance to avoid an issue altogether instead of escaping an issue.

You could also place influence and power under here as well, though it’s not a perfect comparison. Name brands and recognition makes you familiar to others. People tend to be friendlier with what is similar and known to them with plenty of research backing that claim.

At the end of the day, these types of punishments turn moral/legal prohibitions into a cost-benefit analysis game.

Age Verification Systems

This is a sensitive issue, but it’s precisely because it’s a sensitive issue it may get rules and systems approved which normally are not approved. There’s laws in place to help protect personally identifying information, such as HIPAA, FERPA, and GDPR. It also covers logging and auditing of information and determines who is on a should know and must know basis.

From personal experience, if you have one method to verify who someone is already in place, it is significantly easier to find and implement new methods afterwards.

If you, or an institution, store personal information of students in your software, systems, etc. then you now face one of two scenarios.

  1. Nothing bad happens.
  2. Data gets breached/leak and legal liabilities may ensue.

Most users won’t deal with the underlying currents of these softwares, but all users with access to this information will deal with it. Designers, engineers, and more may stay far away from these systems precisely to avoid following the compliance required from these laws and the risk altogether. Even if one adopts a “Compliance-First” mindset, they may not be well versed in the legal literature if they’re new to the field and prone to mistakes.

If I had to work with HIPAA (or similar) data, I’d consider a resource already verified as HIPAA/FERPA/GDPR-compliant in the first place. It might be a hosted service managing the data, handling the security around it, and providing a separate layer (i.e. an API) for access to then build solutions around. That ensures one extra layer of protection for myself and the host in case issues arise, but I’d also have to set up security protocols on my own end, such as tokenization and restricting request types (request minimization).

In short, there’s a lot more work handling sensitive data that it may seem at first. This book won’t go into all the details regarding how these systems work though, as it’s outside scope and generally its own book, if not multiple books, on that topic.

Lastly, I’ll cover one situation where a data leak did happen: Discord. This isn’t putting a target on said application; only an observation reported on by Cyber Security News (Baran, 2025) and confirmed by Discord themselves (Discord, 2025). There was a security breach of a third party vendor from an unauthorized source. There may also be concerns about how said sensitive data was handled, such as the way it was stored, processed, and encrypted. Nevertheless, this one incident showcases what happens if someone misuses sensitive data: investigations happen and law enforcement gets involved.

This doesn’t even need to be students involved. Though the articles make no mention of age, you could reasonably assume adults were affected too alongside children. Add onto this integrating age checks (which means storing and handling personal data) with these types of programs and you’re looking at another hefty risk. Uploading information on the Internet (and other public forums, etc.) period opens up people to data theft and undermines data protection in general.

Despite all of this, storing this information is a necessary evil and future liability in education systems, but a liability you can at least take some measures to mitigate.

Teaching/Instructional Contracts

If you’re a teacher or instructor, it’s likely you also signed a contract. The particulars vary widely from place to place, so I’ll say just this:

  • Read every line of your contract.
  • Contracts may specify who owns what you create.
  • You may be allowed to ask the administration drafting the contract about specific clauses, but do it with grace.

The point is always read contracts carefully. If there’s something in a contract you don’t know about, fix that ASAP.

Bibliography

  1. 17 USC 106: Exclusive rights in copyrighted works. (n.d.). Uscode.house.gov. https://uscode.house.gov/view.xhtml?req=granuleid:USC-prelim-title17-section106&num=0&edition=prelim

  2. 17 USC 110: Limitations on exclusive rights: Exemption of certain performances and displays. (n.d.). Uscode.house.gov. https://uscode.house.gov/view.xhtml?req=granuleid:USC-prelim-title17-section110&num=0&edition=prelim

  3. AACSB International. (n.d.). AACSB. https://www.aacsb.edu/

  4. ABET. (n.d.). ABET. https://www.abet.org/

  5. ACT. (n.d.). ACT. https://www.act.org/

  6. American Academy of Pediatrics. (2024, March 1). HIPAA and FERPA basics. https://www.aap.org/en/patient-care/school-health/hipaa-and-ferpa-basics/

  7. American Council on Education. (n.d.). American Council on Education. https://www.acenet.edu/Pages/default.aspx

  8. American Council on Education. (2024). Accreditation toolkit: New England. https://www.acenet.edu/Documents/Accreditation-Toolkit-NE.pdf

  9. Baran, G. (2025, October 9). Discord Data Breach - 1.5 TB of Data and 2 Million Government ID Photos Extorted. Cyber Security News; CybersecurityNews. https://cybersecuritynews.com/discord-data-breach-sensitive-data/

  10. Centers for Disease Control and Prevention. (2024, July 10). Public health law program resources. https://www.cdc.gov/phlp/php/resources/index.html

  11. ChildCare.gov. (n.d.). Child protective services. https://childcare.gov/consumer-education/child-protective-services

  12. Penalties for Failure to Report and False Reporting of Child Abuse and Neglect - Child Welfare Information Gateway. (2019, February). Child Welfare Information Gateway. https://www.childwelfare.gov/resources/penalties-failure-report-and-false-reporting-child-abuse-and-neglect/

  13. College Board. (n.d.). College Board. https://www.collegeboard.org/

  14. Colorado Department of Education. (2013, December 19). Colorado law and non-public schools. https://www.cde.state.co.us/choice/nonpublic_law

  15. Colorado Department of Education. (2022, December). Colorado educational governance. https://www.cde.state.co.us/cdedepcom/coeducationalgovernance

  16. Colorado Department of Education. (2024, November 7). CDE tasks. https://www.cde.state.co.us/cdecomm/cdetasks

  17. Colorado Department of Education. (2025, January 21). Professional next steps. https://www.cde.state.co.us/cdeprof/professional_nextsteps

  18. Colorado Department of Education. (2025, March). Individualized healthcare plan process. https://www.cde.state.co.us/shs/individualizedhealthcareplanprocesspdfjune2019

  19. Colorado Department of Education. (2025, March 4). Colorado Non-Public Schools. https://www.cde.state.co.us/choice/nonpublic_index

  20. Colorado Department of Education. (2025, May 14). Home school. https://www.cde.state.co.us/choice/homeschool

  21. Colorado Department of Education. (2025, July 28). Online learning. https://www.cde.state.co.us/onlinelearning

  22. Colorado Department of Public Safety. (n.d.). Mandated reporting tip sheet. https://cdpsdocs.state.co.us/safeschools/Resources/CDE%20Building%20Bridges/MandatedReportingTipSheet81310.pdf

  23. Coursera Staff. (2025, July 15). What are college credits? Coursera. https://www.coursera.org/articles/what-are-college-credits

  24. Definitions of Child Abuse and Neglect - Colorado - Child Welfare Information Gateway. (2025). Childwelfare.gov. https://www.childwelfare.gov/resources/definitions-child-abuse-and-neglect-colorado/

  25. Update on a Security Incident Involving Third-Party Customer Service - Discord. (2025). Discord.com. https://discord.com/press-releases/update-on-security-incident-involving-third-party-customer-service

  26. GED Testing Service. (n.d.). GED. https://www.ged.com/

  27. GDPR. (2018). General Data Protection Regulation (GDPR). GDPR. https://gdpr-info.eu/

  28. Higher Learning Commission. (2025). Higher Learning Commission. https://www.hlcommission.org/

  29. International Baccalaureate Organization. (n.d.). IBO. https://www.ibo.org/

  30. Interstate Commission for Juveniles. (2025, August 13). Age Matrix - Interstate Commission for Juveniles. www.juvenilecompact.org. https://www.juvenilecompact.org/age-matrix

  31. Iovannone, R., Duble Moore, T., Williams, J. M., Sanchez, S., & Kauk, N. (2024). Are We on Course Yet? Functional Behavior Assessment and Behavior Intervention Plan Technical Adequacy in Schools. Behavioral Sciences, 14(6), 466. https://doi.org/10.3390/bs14060466

  32. Justia. (2019). Garcetti v. Ceballos, 547 U.S. 410 (2006). Justia Law. https://supreme.justia.com/cases/federal/us/547/410/

  33. Justia. (2019). Pickering v. Board of Education, 391 U.S. 563 (1968). Justia Law. https://supreme.justia.com/cases/federal/us/391/563/

  34. Justia. (2019). Tinker v. Des Moines Independent Community School District, 393 U.S. 503 (1969). Justia Law. https://supreme.justia.com/cases/federal/us/393/503/

  35. National Architectural Accrediting Board. (n.d.). NAAB. https://www.naab.org/home

  36. Office of Juvenile Justice and Delinquency Prevention. (n.d.). OJJDP. https://ojjdp.ojp.gov/

  37. Pynchon, T. (1973). Gravity’s Rainbow [Review of Gravity’s Rainbow]. Viking Press.

  38. Readiness and Emergency Management for Schools. (2024, August 13). K-12 FERPA. https://rems.ed.gov/K12FERPA.aspx?AspxAutoDetectCookieSupport=1

  39. Schultz, S. (2022, December). Differences between 504 plan and individualized education program (IEP). https://www.nea.org/professional-excellence/student-engagement/tools-tips/differences-between-504-plan-and-individualized-education-program-iep

  40. Schwyck, M. E., Du, M., Li, Y., Chang, L. J., & Parkinson, C. (2023, February 2). Similarity Among Friends Serves as a Social Prior: The Assumption That “Birds of a Feather Flock Together” Shapes Social Decisions and Relationship Beliefs. Personality and Social Psychology Bulletin, 50(6), 014616722211402. https://doi.org/10.1177/01461672221140269

  41. U.S. Copyright Office. (n.d.). U.S. Copyright Office. https://www.copyright.gov/

  42. U.S. Copyright Office. (2024, December). Copyright law of the United States (Title 17). Copyright.gov. https://www.copyright.gov/title17/

  43. U.S. Copyright Office. (2020, May). Section 512 of Title 17: Resources on Online Service Provider Safe Harbors and Notice-and-Takedown System. www.copyright.gov. https://www.copyright.gov/512/

  44. U.S. Department of Education. (n.d.). IEP topic areas. https://sites.ed.gov/idea/topic-areas/#IEP

  45. U.S. Department of Education. (2024, October 9). Title IX and sex discrimination. https://www.ed.gov/laws-and-policy/civil-rights-laws/title-ix-and-sex-discrimination

  46. U.S. Department of Education. (2025, January 14). Disability discrimination: Providing a free appropriate public education (FAPE). https://www.ed.gov/laws-and-policy/civil-rights-laws/disability-discrimination/disability-discrimination-key-issues/disability-discrimination-providing-free-appropriate-public-education-fape

  47. U.S. Department of Education. (2025, January 14). Every Student Succeeds Act (ESSA). https://www.ed.gov/laws-and-policy/laws-preschool-grade-12-education/every-student-succeeds-act-essa

  48. U.S. Department of Education. (2025, June 17). Colorado state regulation of private and home schools. https://www.ed.gov/birth-grade-12-education/education-choice/state-regulation-of-private-and-home-schools/colorado-state-regulation-of-private-and-home-schools

  49. U.S. Department of Education. (2025, June 17). The federal role in education. https://www.ed.gov/about/ed-overview/federal-role-in-education

  50. U.S. Department of Education. (2025, July 8). Section 504. https://www.ed.gov/laws-and-policy/individuals-disabilities/section-504

  51. U.S. Department of Health & Human Services. (2020, September 23). FERPA and HIPAA. https://www.hhs.gov/hipaa/for-professionals/special-topics/ferpa-hipaa/index.html

  52. U.S. Department of Health & Human Services. (n.d.). FERPA and HIPAA FAQs. https://www.hhs.gov/hipaa/for-professionals/faq/ferpa-and-hipaa/index.html

  53. U.S. Department of Justice. (2024, June 11). Rights of juveniles. https://www.justice.gov/crt/rights-juveniles

  54. U.S. Department of Justice. (2025, March 24). Title VI of the Civil Rights Act of 1964. https://www.justice.gov/crt/fcs/TitleVI

  55. U.S. Department of Labor. (2025). Retaliation - U.S. department of labor. Www.dol.gov. https://www.dol.gov/agencies/whd/retaliation

  56. WASC Senior College and University Commission. (n.d.). WSCUC. https://www.wscuc.org/

Next Chapter