FINDINGS.

SEC. 2. FINDINGS. Congress finds that— (1) the Blackwell School, located at 501 South Abbott Street, in Marfa, Presidio County, Texas, is— (A) associated with the period of racial segregation in Marfa public schools; and (B) the only extant property directly associated with Hispanic education in Marfa since the other buildings were torn down after the Blackwell School closed in 1965; (2) the Blackwell School is a tangible reminder of the period during which the doctrine of “separate but equal” dominated education and social systems; (3) despite being categorized as “white” by Texas law, Mexican Americans were regularly excluded from commingling with Anglo individuals at barbershops, restaurants, funeral homes, theaters, churches, and schools; (4) the spectrum of experiences of students and teachers at the Blackwell School are an important record of life in a segregated school in the context of the history of Texas and the United States; (5) Mexican and Mexican American culture and history in Marfa is tied to the Blackwell School, which for more than 50 years served as a leading feature of the Hispanic community, illustrating the challenge of maintaining cultural identity in a dominant Anglo society; (6) Hispanic influences continue to be seen in social and religious organizations, business and government institutions, and shared experiences of language, food, and music in Marfa, Texas; (7) the historic Blackwell School building is a physical record of— (A) the longevity and beauty of the distinctive design and craftsmanship informed by traditional techniques and materials; and (B) the transition from the purely vernacular to the period of materials, design, and workmanship made available after the arrival of the railroad; (8) the original historic school building and grounds on which the Blackwell School building stands provide an authentic setting to commemorate and interpret the history of the Blackwell School; (9) the Blackwell School is closely associated with the broad patterns of local, State, and national history in the area of school segregation; and (10) Mexicans and other members of the Latin American diaspora have placed a high value on education as a means of economic, social, and political advancement, but Hispanics and Latinos have not always had equitable opportunities and access to quality educational facilities in the United States.