Relevant bibliographies by topics / Atlanta Public School System

Academic literature on the topic 'Atlanta Public School System'

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Published: 26 July 2024
Last updated: 27 July 2024

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Journal articles on the topic "Atlanta Public School System"

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Grooms, Ain A. "Straddling the Boundaries of the Zone of Tolerance: One District’s Response to Rapid Demographic Change." Education and Urban Society 51, no. 7 (December 31, 2017): 946–69. http://dx.doi.org/10.1177/0013124517747364.

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Sewall County, located in metropolitan Atlanta, and its public school system experienced significant demographic change between 2000 and 2010. The population doubled, reaching more than 200,000 residents, and its percentage of White residents fell by 25% to just more than 55%. Its public school system is now considered majority–minority. Using the zone of tolerance framework, which argues that there are boundaries within which community members will allow policies to be changed, this study will examine how school and district leaders in Sewall County, Georgia, responded to the racial and socioeconomic changes in their schools and community. Findings indicate that there were no new policies enacted in the district to address rapid demographic shift, and instead, the district, individual schools, and parents engaged in actions that fell within and outside the boundaries of Sewall’s zone of tolerance.
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Aronson, Brittany, Kristin M. Murphy, and Andrew Saultz. "Under Pressure in Atlanta: School Accountability and Special Education Practices during the Cheating Scandal." Teachers College Record: The Voice of Scholarship in Education 118, no. 14 (November 2016): 1–26. http://dx.doi.org/10.1177/016146811611801411.

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A 2011 report by the Georgia Bureau of Investigation (GBI) confirmed a widespread cheating scandal among teachers, principals, and administrators in the Atlanta Public School system (APS) from 2009–2011. To date, it is the largest cheating scandal of its kind in the United States. The vast public investigation of this scandal provides an opportunity to gain an in-depth understanding of school accountability practices, particularly as they pertain to the education of students with disabilities. The purpose of this article is to draw from the lessons learned from the APS scandal with particular attention paid to the unintended consequences of high-stakes accountability practices, especially for students with disabilities. First, we examine the policies and practices related to disability referrals and identification practices at the federal level during the 2009–2011 school years. Second, we explore what literature on accountability practices and disabilities suggests about the APS scandal. Finally, we discuss broader implications for policy, practice, and future research related to the education of students with disabilities in high-stakes test driven classrooms.
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Calamidas, Elizabeth G., Tara L. Crowell, Laura Engelmann, and Heather Watkins-Jones. "AtlantiCare healthy school edible garden startup grants: A content analysis of post-grant follow-up reports." Health Education Journal 79, no. 6 (February 27, 2020): 671–85. http://dx.doi.org/10.1177/0017896920905622.

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Objective: The purpose of this article was to identify some of the implications, challenges and benefits of edible gardens cultivated at schools located in southern New Jersey, USA. Design and Setting: Over the course of three academic years (between 2014 and 2017), 73 schools received start up monies for school gardens from AtlantiCare Health System. The schools, located in Atlantic, Cape May and Ocean Counties in New Jersey, were required to complete an Edible School Garden Mini-Grant Follow-up Report. Methods: A content analysis was conducted on responses to 12 open-ended questions from these reports in order to highlight some of the implications, challenges and benefits of gardens within these schools. Results: Basic descriptive statistics provided logistical information such as those involved in the school garden, including community partnerships and garden maintenance, along with the harvest and outcomes of those harvests. Results provided valuable insight into the impact of school gardens on curriculum and policy change; benefits to knowledge, attitudes and behaviour change among participants; and areas in need of improvement. Frequency distributions identified any unexpected outcomes schools may have experienced, along with additional needs and schools’ future plans for their gardens. Conclusion: Overall, results indicate that schools were appreciative and excited about the opportunity to create school gardens and plan to continue these efforts. The implications of these results along with suggestions for future grant making, school garden efforts and research are discussed.
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Hart, C. Michael, Kennie R. Shepherd, and Walter Royal. "The Atlanta VA Health Care System: Morehouse School of Medicine Core Recruiting Site—A Strategy to Increase Diversity in the VA Scientific Workforce." Health Equity 7, no. 1 (May 1, 2023): 333–37. http://dx.doi.org/10.1089/heq.2023.0001.

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Anucha, Hyacinth. "Empowering Urban Educational Leadership: Exploring the Nexus of Educational Leadership, Teacher Compensation, and Socioeconomic Equity in an Urban School District in a Mid-Atlantic State in the United States of America." Advances in Social Sciences Research Journal 11, no. 1 (January 22, 2024): 128–53. http://dx.doi.org/10.14738/assrj.111.16313.

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This study examined teacher leadership, the intricate interplay of culture, education, and the college board race gaps in SAT scores, and their collective impact on academic performance within the Baltimore City Public Schools. The study specifically explored the correlation between teacher salaries and academic achievement while considering persistent factors such as poverty, which consistently hindered academic success for predominantly Black and Brown students, as many seasoned teachers are exiting and too few are joining the profession. Ineffective leadership and inadequate teacher compensation, compounded by the challenges of poverty, were identified as major contributors to below-average academic performance in the urban public school system. Emphasizing teacher salaries, the research highlighted the linear relationship between salary increases and the growing issue of poverty among educators when adjusted for inflation. The meta-analysis conducted underscored the pivotal role played by effective leadership and quality education in enhancing student achievement and fostering socioeconomic growth. The study contended that educational and teacher leadership at the intersection of culture are imperative for adapting to 21st-century economic, technological, and societal transformations. The findings underscored the importance of addressing socioeconomic disparities among educational leaders to improve academic outcomes in urban public schools. Achieving fair compensation, resource accessibility, and fostering professional growth are crucial for attracting and retaining excellent educators, thereby creating an ideal learning environment for all students. The research provided a comprehensive framework for evidence-based parameter estimations in computational modeling, providing informed strategies to address challenges in urban public-school systems.
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Smetanina, Karina Yu. "19th-Century Ame­rican Schoolbooks as Primary Sources in Cultural Studies: Their Production and Use." Observatory of Culture 16, no. 3 (July 19, 2019): 310–20. http://dx.doi.org/10.25281/2072-3156-2019-16-3-310-320.

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The article focuses on the 19th-century American history schoolbooks as primary sour­ces in historiography and cultural studies. The re­levance of the topic is determined by the fact that historically several regions with different econo­mic, cultu­ral and ideological characteristics existed and deve­loped in the USA. Therefore, broad political powers of the state governments that traditionally made laws in the field of education may give us the reason to assume that the narration of the American history in books produced and used in different parts of the country might have reflected values and beliefs of those particular states.The study was based on the principle of historicism, which let us closely analyze such questions as the authorship, places of schoolbook publishing and areas of their distribution with re­ference to the changing sociocultural realia of the 19th-century America.The following conclusions were drawn. The advent and development of public education as well as the blossom of the printing industry in New England contributed to the fact that in the 1820s there emerged a big group of authors who wrote the most popular American histories. Simultaneously with the growth of the number and influence of publi­shing firms in New York and Philadelphia, the center of the textbook production moved to the Mid-Atlantic Region in the latter half of the century.The United States territorial acquisitions of the 19th century predetermined the mass migration of the American citizens who amongst other possessions carried their children’s textbooks to new places. Due to the fact that the system of public edu­cation was still in its juvenile years and did not enjoy authority among the citizens, school administrations and teachers were not able to make parents buy new schoolbooks from the lists approved by schools, counties, or states, which led to the problem of textbook diversity and to the distribution of the northern books throughout the whole country. Concurrently, high profits in textbook business attracted many people who tried to write and sell as many histories as possible. This resulted in the problem of oversupply of schoolbooks.
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Henderson, Susan, Robin Tanner, Norma Klanderman, Abby Mattera, Lindsey Martin Webb, and John Steward. "Safe Routes to School: A Public Health Practice Success Story—Atlanta, 2008−2010." Journal of Physical Activity and Health 10, no. 2 (February 2013): 141–42. http://dx.doi.org/10.1123/jpah.10.2.141.

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Colbert, Jan. "The Atlanta Public Schools Scandal: Educator Fraud, RICO, And COSO." Journal of Business Case Studies (JBCS) 12, no. 3 (June 30, 2016): 103–18. http://dx.doi.org/10.19030/jbcs.v12i3.9711.

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As the new Chief Audit Executive (CAE) of the school district in Big City, you are interested in the lessons regarding internal control which can be learned from educator fraud (cheating) which occurred in the Atlanta Public Schools (APS) scandal. You discover that educators erased students’ wrong answers and changed them to right answers, that educators made false certifications of test results, and that tests were opened (and resealed) prior to administration. The cheating went on for years. Multiple investigations ensued and the Georgia Bureau of Investigation eventually became involved. About 150 educators resigned, retired or lost their appeals to have their jobs reinstated. Educators who chose to go to trial were prosecuted under the RICO statute (Racketeer Influenced and Corrupt Organizations Act). The APS eventually begun making remediation efforts for the students impacted by false test results. To attempt to prevent such cheating and fraud from occurring again, you relate the facts of the case to both the COSO internal control framework and to the fraud triangle. As CAE, you will use this information to instruct the internal auditors in your department.
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Vovsha, Peter, and Eric Petersen. "Escorting Children to School." Transportation Research Record: Journal of the Transportation Research Board 1921, no. 1 (January 2005): 131–40. http://dx.doi.org/10.1177/0361198105192100115.

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An important aspect of intrahousehold interactions–-joint travel arrangements that arise when adult household members escort children to school–-is investigated. Previously published research on intrahousehold interactions have focused mostly on time allocation or episode generation between individual and joint activities and have largely been limited to interactions between household heads. Insights into the less-explored aspect of intrahousehold interactions between adults and children in the household are provided. Children are explicitly considered active agents in the intrahousehold decision making, and the interaction itself takes the form of a joint travel arrangement rather than a shared activity. A statistical analysis indicates the importance of this segment of intrahousehold interactions in the overall system of household activity and travel. A choice model, which is formulated and estimated, relates the probability of various types of ridesharing and escorting to the person, household, and zonal variables. The developed model is designed for possible inclusion in the regional travel model system being developed for the Atlanta (Georgia) Regional Commission.
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Purdy, Michelle A. "Blurring Public and Private: The Pragmatic Desegregation Politics of an Elite Private School in Atlanta." History of Education Quarterly 56, no. 1 (February 2016): 61–89. http://dx.doi.org/10.1111/hoeq.12149.

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The school desegregation narrative often references historically white public schools as sites of massive resistance and historically white private schools as segregationist academies. Yet some historically white elite private schools or independent schools, such as The Westminster Schools (plural in name only), established in 1951 in Atlanta, Georgia, chose to desegregate. Such elite institutions, which have served as one catalyst for the creation and maintenance of social and cultural capital, became more accessible after Brown v. Board of Education through a combination of private and public decisions galvanized by larger social, political, and federal forces. Westminster's 1965 decision to consider all applicants regardless of race was emblematic of the pragmatic desegregation politics of Atlanta's city leaders during the civil rights movement and a national independent school agenda focused on recruiting black students. Drawing on institutional, local, regional, and national archival records and publications, this article examines the import of schools like Westminster to civic and business leaders, to the politics of race and desegregation occurring in large cities, and to the range of educational opportunities available in metropolitan areas. This examination yields an analysis of the leadership and politics of a southern historically white elite private school that black students desegregated in 1961.
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Dissertations / Theses on the topic "Atlanta Public School System"

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Chukumah, Vincent. "After-School Activities Policy and the Atlanta Fulton Public Library System." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2801.

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Public libraries are evolving from their traditional role as promoters of literacy to a new role as providers of community resources, including after-school activities for teenagers. A policy mandate for such activities appears to be lacking though, which might impact negatively their effectiveness. The purpose of this study was to get a better understanding of the existing policy and implementation mechanisms of after-school activities offered by the Atlanta Fulton Library System in Georgia to at-risk teenaged patrons. Moore's theory of innovation and public value provided the theoretical framework for the study. An embedded case study research design was used to explore the perceived role of the public library, guiding policy framework, and factors constraining the implementation of after-school activities in 3 of the system 20 branches serving at-risk youth; semi-structured interviews with 21 participants comprising teenagers engaged in after-school activities, parents, librarians, library managers, and members of the Friends of the library; observations of teenagers' behaviors in the library setting; and publicly available document on the subject. The data were inductively coded and then subjected to a content analytical procedure, which revealed 5 after-school themes: bridging a digital divide, teen and community needs, public policy, and public service. The key finding of this study indicates an absence of a system-wide formal policy in how after-school services are provided across library branches for at-risk teenagers. The study concludes with recommendations to reexamine the existing after-school programs in a way that better incorporates the unique needs of library patrons and to align policies with these needs in order to better serve at-risk youth within the context of their communities.
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Leaphart, Wilbur T. "The perceived effectiveness of the advisement process in selected high schools in the Atlanta public school system." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1991. http://digitalcommons.auctr.edu/dissertations/292.

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This study was to determine the perceptions of the Advisement Process held by administrators, teacher-advisors, and student-advisees and how these perceptions relate to student career development and planning, advisor-advisee relations, and the extent of training in the Advisement Process in ten selected high schools in the Atlanta Public School System. The research design for the study was a descriptive research design. The high schools from a metropolitan Atlanta school district were selected as a sample for the study. A questionnaire was used to collect the data needed for analysis. An Analysis of Variance (ANOVA) was used to analyze all data collected. An analysis of the data showed that there was no significant difference in the perceptions of the effectiveness of the Advisement Process held by administrators, teacher-advisors, and student advisees. Also, there was no significant difference in the perceptions held by these groups regarding career development and planning of students or advisor-advisee relations. The conclusions of the study were that many guidance and counseling functions are significantly enhanced through the use of an advisement system utilizing teachers to deliver such services. Also, the Advisement Process was very favorably reported by those who participated in the process. The implications were that interpersonal skills and relations are improved through a system of advisement. The role of the advisor broadens the functions of the teacher.
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Jessie, Alfonso L. "A study of a school improvement model and its effects on school development scores, as perceived by teachers in selected schools in the Atlanta public school system." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1988. http://digitalcommons.auctr.edu/dissertations/3391.

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The purpose of this study was to determine if experimental schools which practiced the components of a school improvement model will have greater school development scores than control schools as perceived by teachers . The major hypothesis of this study predicts that there will be no significant difference in school development scores between experimental and control schools with relationship to the variables teacher time in school, time in the system, grade level, age, and sex. Six Atlanta Public Schools were selected for this study based on their involvement with a school improvement model. A questionnaire was administered to a population of sixty teachers to collect data on their perceptions of the principal's leadership and supervisory practices. Three schools that regularly practiced behaviors of the school improvement model and regularly attended training sessions made up the experimental schools . The three control schools received orientation only on the school improvement model. Results from a statistical analysis of the data collected revealed that : (1) there was a significant difference between experimental and control schools in mean school development scores; (2) that there was no significant difference between school development scores and teacher time in a school or grade level; {3) that school development scores were not placed in the same factor as experimental and control schools. It is recommended that more schools be exposed to and trained in the implementation of the school improvement model, with a pre and post assessment made along with a comparison of test scores to document the success or lack of the same. It is further recommended that Atlanta University seek the cooperative support from metro school systems in the implementation of the model.
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Neely, Annie W. "A comparative analysis of the effects of a school improvement project on student achievement in selected inner-city schools in the Atlanta public school system." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1988. http://digitalcommons.auctr.edu/dissertations/3786.

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Thomas, Inez D. "The impact of Georgia's revised gifted education policy on placement and instruction of gifted and talented students in the Atlanta Public School System." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2003. http://digitalcommons.auctr.edu/dissertations/1249.

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The purpose of this study was to determine if Georgia's revised gifted education policy resulted in an increase in the number of students placed in the program for gifted and talented students. Further, the study sought to determine if significant differences occurred in the instructional program after the revised policy was implemented. This study was based on the premise that the revised policy, with its broadened definition of giftedness and changes in eligibility requirements, would result in significant increases in the number of students placed in the program. Additionally, it was theorized that the new guidelines would bring about changes in the instructional program as it relates to instructional strategies, curriculum, and assessment. This was a quantitative study that involved the causal comparative method. To determine if the policy resulted in increases in the number of students placed in the program, the researcher collected data from the Atlanta Public School System's Department of Research, Planning, and Accountability and compared the figures for the three years before and the three years after the revised policy was implemented. In order to determine if the instructional program changed significantly, a survey was administered to teachers who taught in the gifted program under both policies. The research examined thirteen hypotheses to determine the main effects of the independent variables of the initial and the revised gifted policy upon the number of students placed in the program and the instructional program overall. The findings revealed that, of the thirteen hypotheses, nine were accepted and four were rejected. While there were increases in the number of students in the program, these increases did not constitute a significant difference. The major changes in the instructional program were found in the curriculum, assessment, and the strategies used at the elementary level. Since nine of the thirteen null hypotheses were accepted, it was concluded that no significant difference can be attributed to the implementation of the revised policy.
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Ogbuagu, Arunma B. Christy. "Factors affecting high school graduation rates in metropolitan Atlanta public schools." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2011. http://digitalcommons.auctr.edu/dissertations/214.

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The purpose of this study was to critically examine the graduation rate of students who enroll in high schools in Georgia, and to identif~’ the variables that may be impacting their graduation rate. The dependent variable was graduation rate and the independent variables were socioeconomic status (SES), class size, student attendance, teacher qualifications, teacher experience, school location, percent of students passing the Georgia High School Graduation Test (GHSGT) mathematics test, percent of student passing GHSGT social studies test, percent of students passing GHSGT English !language arts test, percent of students passing GHSGT science test, and percent of students passing GHSGT writing test. The quantitative data were analyzed using the Statistical Package for the Social Sciences (SPSS). The data are presented in two parts, the statistical distribution of the variables to observe the extent of their variations, and the results and analyses of the statistical tests in response to the identified research questions. All of the statistical procedures were tested at the (0.05) significance level. The data were collected from state department of education for 30 schools. In addition, there were two schools surveyed to collect data on teacher perceptions on the following factors: principal leadership style, teacher motivation, teacher instructional quality, and school climate and teacher workload. This data were compared to the school’s SES and graduation rate to see if there were descriptive patterns in the survey data and the schools’ graduation rates. A Pearson correlation was used to test for significant relationships of the dependent and independent variables collected from the state of education department, and a descriptive frequency analysis was used to analyze the survey data. The findings of this research suggest that graduation rate in Georgia are affected by ethnicity, gender, student with disabilities (SWD), teacher qualifications, and teacher experience, leadership style, and quality of instruction.
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Cook, Karen J. "Atlanta Public Schools (APS) Case Study: A Tale of Two Schools." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/anthro_theses/77.

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This study concerns the effects of public school redistricting on communities in Atlanta. It is based upon interviews with people in two neighborhoods which are part of the Atlanta Public Schools (APS) system directly affected by redistricting. All schools slated to close are located in low-income, minority areas and serve similar populations. Of the ten schools selected for closing, three were saved during the final APS board meeting in April 2012, and will remain open. I spoke with people who reside in a neighborhood where a local school is slated to close, as well as those in an area where a school was saved from closing. I asked informants why they felt their schools were identified for closure and how they responded to the threat of closing. I learned that both communities organized to save their schools but with different results based on available forms of social and cultural capital.
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Brown, Timothy Reid. "Moral self-concept of Public and Christian school teachers in an Atlanta metropolitan area county." Lynchburg, Va. : Liberty University, 2006. http://digitalcommons.liberty.edu.

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Horsburgh, Fergus Bruce Norman. "Homeschooling within the public school system /." Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2357.

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Hunter, Lawrence Crittenden. "Public Relations: Its Importance in the Public School System." TopSCHOLAR®, 1990. http://digitalcommons.wku.edu/theses/1690.

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Literature was reviewed to determine the importance of a public relations program in the public school system. Information was retrieved from various published sources, including materials from the National School Public Relations Association, professional journals, books relating to public relations and a variety of other educational reports. An analysis of the literature reveals the following components of a successful public relations program: A plan of action benefits the public relations program. Staff participants benefit the public relations program. Parent involvement is an important aspect of the public relations program. Community involvement is essential to a successful public relations program
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Books on the topic "Atlanta Public School System"

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Atlanta Journal-Constitution (Firm : Atlanta, Ga.), ed. The ultimate Atlanta school guide. Atlanta, Ga: Atlanta Journal, the Atlanta Constitution, 1996.

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Connecticut. General Assembly. Legislative Program Review and Investigations Committee. Connecticut's public school finance system. Hartford, CT: The Committee, 2002.

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Jósepsson, Bragi. The modern Icelandic school system in historic perspective. Reykjavik: National Center for Educational Materials, 1985.

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Northern Mariana Islands. Office of the Public Auditor., ed. Public school system Disclosure Report on the Rota Sinapalo Elementary School project. Saipan: Office of the Public Auditor, 1999.

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Jean, Ernie. Montana's system of public school finance: A historical perspective. [Helena, Mont.]: Montana School Boards Association, 1988.

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Association, Canadian Education, ed. Marketing the school system: Building public confidence in schools. Toronto, Ont: Canadian Education Association, 1986.

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Washington (State). Superintendent of Public Instruction., ed. Organization and financing of the Washington public school system. Olympia, Wash. (Old Capitol Bldg., FG-11, Olympia 98504): Superintendent of Public Instruction, 1987.

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Nattress, William. Public school physiology and temperance. Toronto: W. Briggs, 1987.

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Texas. Office of the State Auditor. 1993 Savings Profile System for Texas school districts. Austin, Tex: Office of the State Audtior, 1994.

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Auditor, Northern Mariana Islands Office of the Public. Public school system audit of the MHS food court school year 1998-1999. Saipan, MP: Office of the Public Auditor, 2000.

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Book chapters on the topic "Atlanta Public School System"

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O’Rourke, Deb. "Alpha Alternative School: Making a Free School Work, in a Public System." In Alternative Schooling and Student Engagement, 11–24. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-54259-1_2.

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Apak, Meral. "Classroom Mothers: A Reserve Army of Labour Behind the School System." In Breastfeeding Privatization in Public Education, 87–97. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0260-4_5.

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Curry, Donna Miles, Kimberley X. Hickok, and Kate Cauley. "Nursing Clinical Education in an Urban Public School System." In Caring and Community, 99–110. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003443360-9.

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Gunter, Helen M., and Steven J. Courtney. "School segregation in England and the logic of exiting from the public education system." In Education System Design, 108–13. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429261190-12.

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Mccaskell, Tim. "Anti-Racist Education and Practice in the Public School System." In Beyond Political Correctness, edited by Stephen Richer and Lorna Weir, 253–72. Toronto: University of Toronto Press, 1995. http://dx.doi.org/10.3138/9781487574710-014.

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Makris, Molly Vollman. "The “Golden Ticket”: Gentrification, Charter Schools, and a Parallel School System." In Public Housing and School Choice in a Gentrified City, 105–45. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137412386_5.

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Bowman, Scott Wm. "The School-to-Prison Pipeline and the “Death of Deviance” in the American Public School System." In The Death and Resurrection of Deviance, 192–213. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137303806_11.

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Zamri, Fatin Ardani, Norhisham Muhamad, and Miftachul Huda. "Information and Communication Technology Skills for Instruction Performance: Beliefs and Experiences from Public School Educators." In Data Analytics in System Engineering, 34–40. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-54820-8_4.

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McCulla, Norman. "Investigating the Use of Capability and Standards – Referenced Frameworks to Support the Professional Learning of Aspiring, New and Experienced School Leaders in the Public Education System in New South Wales, Australia1." In School Leadership - International Perspectives, 267–79. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-3501-1_14.

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Weaver, Shari, and Oleg Pavlov. "Using the Service Science Canvas to Understand Institutional Change in a Public School System." In Advances in Service Science, 95–104. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-04726-9_10.

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Conference papers on the topic "Atlanta Public School System"

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Lyu, Geyu, Huiying Fan, Hongyu Lu, Mandani Tennakoon, Kalyani Bhosale, Matthew R. Hawkins, and Randall Guensler. "Electrification Opportunities and Challenges of School Bus Transportation: A Case Study of Atlanta Public Schools." In 2024 Forum for Innovative Sustainable Transportation Systems (FISTS). IEEE, 2024. http://dx.doi.org/10.1109/fists60717.2024.10485608.

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A. Buzzetto-Hollywood, Nicole, Austin J. Hill, and Troy Banks. "Early Findings of a Study Exploring the Social Media, Political and Cultural Awareness, and Civic Activism of Gen Z Students in the Mid-Atlantic United States [Abstract]." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4762.

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Aim/Purpose: This paper provides the results of the preliminary analysis of the findings of an ongoing study that seeks to examine the social media use, cultural and political awareness, civic engagement, issue prioritization, and social activism of Gen Z students enrolled at four different institutional types located in the Mid-Atlantic region of the United States. The aim of this study is to look at the group as a whole as well as compare findings across populations. The institutional types under consideration include a mid-sized majority serving or otherwise referred to as a traditionally white institution (TWI) located in a small coastal city on the Atlantic Ocean, a small Historically Black University (HBCU) located in a rural area, a large community college located in a county that is a mixture of rural and suburban and which sits on the border of Maryland and Pennsylvania, and graduating high school students enrolled in career and technical education (CTE) programs in a large urban area. This exploration is purposed to examine the behaviors and expectations of Gen Z students within a representative American region during a time of tremendous turmoil and civil unrest in the United States. Background: Over 74 million strong, Gen Z makes up almost one-quarter of the U.S. population. They already outnumber any current living generation and are the first true digital natives. Born after 1996 and through 2012, they are known for their short attention spans and heightened ability to multi-task. Raised in the age of the smart phone, they have been tethered to digital devices from a young age with most having the preponderance of their childhood milestones commemorated online. Often called Zoomers, they are more racially and ethnically diverse than any previous generation and are on track to be the most well-educated generation in history. Gen Zers in the United States have been found in the research to be progressive and pro-government and viewing increasing racial and ethnic diversity as positive change. Finally, they are less likely to hold xenophobic beliefs such as the notion of American exceptionalism and superiority that have been popular with by prior generations. The United States has been in a period of social and civil unrest in recent years with concerns over systematic racism, rampant inequalities, political polarization, xenophobia, police violence, sexual assault and harassment, and the growing epidemic of gun violence. Anxieties stirred by the COVID-19 pandemic further compounded these issues resulting in a powder keg explosion occurring throughout the summer of 2020 and leading well into 2021. As a result, the United States has deteriorated significantly in the Civil Unrest Index falling from 91st to 34th. The vitriol, polarization, protests, murders, and shootings have all occurred during Gen Z’s formative years, and the limited research available indicates that it has shaped their values and political views. Methodology: The Mid-Atlantic region is a portion of the United States that exists as the overlap between the northeastern and southeastern portions of the country. It includes the nation’s capital, as well as large urban centers, small cities, suburbs, and rural enclaves. It is one of the most socially, economically, racially, and culturally diverse parts of the United States and is often referred to as the “typically American region.” An electronic survey was administered to students from 2019 through 2021 attending a high school dual enrollment program, a minority serving institution, a majority serving institution, and a community college all located within the larger mid-Atlantic region. The survey included a combination of multiple response, Likert scaled, dichotomous, open ended, and ordinal questions. It was developed in the Survey Monkey system and reviewed by several content and methodological experts in order to examine bias, vagueness, or potential semantic problems. Finally, the survey was pilot tested prior to implementation in order to explore the efficacy of the research methodology. It was then modified accordingly prior to widespread distribution to potential participants. The surveys were administered to students enrolled in classes taught by the authors all of whom are educators. Participation was voluntary, optional, and anonymous. Over 800 individuals completed the survey with just over 700 usable results, after partial completes and the responses of individuals outside of the 18-24 age range were removed. Findings: Participants in this study overwhelmingly were users of social media. In descending order, YouTube, Instagram, Snapchat, Twitter, Facebook, Pinterest, WhatsApp, LinkedIn and Tik Tok were the most popular social media services reported as being used. When volume of use was considered, Instagram, Snapchat, YouTube and Twitter were the most cited with most participants reporting using Instagram and Snapchat multiple times a day. When asked to select which social media service they would use if forced to choose just one, the number one choice was YouTube followed by Instagram and Snapchat. Additionally, more than half of participants responded that they have uploaded a video to a video sharing site such as YouTube or Tik Tok. When asked about their familiarity with different technologies, participants overwhelmingly responded that they are “very familiar” with smart phones, searching the Web, social media, and email. About half the respondents said that they were “very familiar” with common computer applications such as the Microsoft Office Suite or Google Suite with another third saying that they were “somewhat familiar.” When asked about Learning Management Systems (LMS) like Blackboard, Course Compass, Canvas, Edmodo, Moodle, Course Sites, Google Classroom, Mindtap, Schoology, Absorb, D2L, itslearning, Otus, PowerSchool, or WizIQ, only 43% said they were “very familiar” with 31% responding that they were “somewhat familiar.” Finally, about half the students were either “very” or “somewhat” familiar with operating systems such as Windows. A few preferences with respect to technology in the teaching and learning process were explored in the survey. Most students (85%) responded that they want course announcements and reminders sent to their phones, 76% expect their courses to incorporate the use of technology, 71% want their courses to have course websites, and 71% said that they would rather watch a video than read a book chapter. When asked to consider the future, over 81% or respondents reported that technology will play a major role in their future career. Most participants considered themselves “informed” or “well informed” about current events although few considered themselves “very informed” or “well informed” about politics. When asked how they get their news, the most common forum reported for getting news and information about current events and politics was social media with 81% of respondents reporting. Gen Z is known to be an engaged generation and the participants in this study were not an exception. As such, it came as no surprise to discover that, in the past year more than 78% of respondents had educated friends or family about an important social or political issue, about half (48%) had donated to a cause of importance to them, more than a quarter (26%) had participated in a march or rally, and a quarter (26%) had actively boycotted a product or company. Further, about 37% consider themselves to be a social activist with another 41% responding that aren’t sure if they would consider themselves an activist and only 22% saying that they would not consider themselves an activist. When asked what issues were important to them, the most frequently cited were Black Lives Matter (75%), human trafficking (68%), sexual assault/harassment/Me Too (66.49%), gun violence (65.82%), women’s rights (65.15%), climate change (55.4%), immigration reform/deferred action for childhood arrivals (DACA) (48.8%), and LGBTQ+ rights (47.39%). When the schools were compared, there were only minor differences in social media use with the high school students indicating slightly more use of Tik Tok than the other participants. All groups were virtually equal when it came to how informed they perceived themselves about current events and politics. Consensus among groups existed with respect to how they get their news, and the community college and high school students were slightly more likely to have participated in a march, protest, or rally in the last 12 months than the university students. The community college and high school students were also slightly more likely to consider themselves social activists than the participants from either of the universities. When the importance of the issues was considered, significant differences based on institutional type were noted. Black Lives Matter (BLM) was identified as important by the largest portion of students attending the HBCU followed by the community college students and high school students. Less than half of the students attending the TWI considered BLM an important issue. Human trafficking was cited as important by a higher percentage of students attending the HBCU and urban high school than at the suburban and rural community college or the TWI. Sexual assault was considered important by the majority of students at all the schools with the percentage a bit smaller from the majority serving institution. About two thirds of the students at the high school, community college, and HBCU considered gun violence important versus about half the students at the majority serving institution. Women’s rights were reported as being important by more of the high school and HBCU participants than the community college or TWI. Climate change was considered important by about half the students at all schools with a slightly smaller portion reporting out the HBCU. Immigration reform/DACA was reported as important by half the high school, community college, and HBCU participants with only a third of the students from the majority serving institution citing it as an important issue. With respect to LGBTQ rights approximately half of the high school and community college participants cited it as important, 44.53% of the HBCU students, and only about a quarter of the students attending the majority serving institution. Contribution and Conclusion: This paper provides a timely investigation into the mindset of generation Z students living in the United States during a period of heightened civic unrest. This insight is useful to educators who should be informed about the generation of students that is currently populating higher education. The findings of this study are consistent with public opinion polls by Pew Research Center. According to the findings, the Gen Z students participating in this study are heavy users of multiple social media, expect technology to be integrated into teaching and learning, anticipate a future career where technology will play an important role, informed about current and political events, use social media as their main source for getting news and information, and fairly engaged in social activism. When institutional type was compared the students from the university with the more affluent and less diverse population were less likely to find social justice issues important than the other groups. Recommendations for Practitioners: During disruptive and contentious times, it is negligent to think that the abounding issues plaguing society are not important to our students. Gauging the issues of importance and levels of civic engagement provides us crucial information towards understanding the attitudes of students. Further, knowing how our students gain information, their social media usage, as well as how informed they are about current events and political issues can be used to more effectively communicate and educate. Recommendations for Researchers: As social media continues to proliferate daily life and become a vital means of news and information gathering, additional studies such as the one presented here are needed. Additionally, in other countries facing similarly turbulent times, measuring student interest, awareness, and engagement is highly informative. Impact on Society: During a highly contentious period replete with a large volume of civil unrest and compounded by a global pandemic, understanding the behaviors and attitudes of students can help us as higher education faculty be more attuned when it comes to the design and delivery of curriculum. Future Research This presentation presents preliminary findings. Data is still being collected and much more extensive statistical analyses will be performed.
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3

Strang, Carl, and Ira Goldstein. "Design and implementation of a public school government-to-employee system." In the 6th International Conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2463728.2463795.

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Barnes Ford, Erika. "Impacts of Social Justice Curriculums in US K–12 Public School System." In AERA 2024. USA: AERA, 2024. http://dx.doi.org/10.3102/ip.24.2168489.

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Widowati, Evi, Herry Koesyanto, Sugiharto Sugiharto, Anik Wahyuningsih, and Eko Harjanto. "Satisfaction Level of School Residents in Implementing A Child Safety System in School." In Proceedings of the 5th International Seminar of Public Health and Education, ISPHE 2020, 22 July 2020, Universitas Negeri Semarang, Semarang, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.22-7-2020.2300271.

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Yang, Rui. "A Longitudinal Study of Families' Use of a Public School Choice Lottery System." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1443236.

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Hemler, B. "208. Assessment of a Proactive IAQ/Preventative Maintenance Program in a Public School System." In AIHce 2002. AIHA, 2002. http://dx.doi.org/10.3320/1.2766133.

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Destefani, Jessica Delesposte, Ana Paula Martins Onofre, Paloma de Aguiar Minarini, Flávia Sofiati Madeira, and Ivone Maria de Souza Delesposte Destefani. "Burnout syndrome in public school teachers after the pandemic." In V Seven International Multidisciplinary Congress. Seven Congress, 2024. http://dx.doi.org/10.56238/sevenvmulti2024-085.

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Brazilian public education presents a very problematic situation regarding the conditions under which teachers carry out their work activities: low pay; overload; structural physical conditions; inappropriate materials; small classrooms with an excess number of students; lack of recognition and social appreciation. The combination of these factors often leads the workplace to be a place of suffering and the promotion of fatigue, stress, anxiety, depression and consequently Burnout. Therefore, these professionals may feel less enthusiastic about carrying out their duties, resulting in a vicious circle of distress, physical and mental illness, leading to them being taken off on medical leave (ASSUNAÇÃO, OLIVEIRA, 2009; PEREIRA et al., 2020). These historical difficulties faced by teachers related to the illness of these professionals are currently added to others resulting from the Covid-19 pandemic that has impacted society as a whole (BORLOTI et al ., 2020; SANTOS, 2020). There are several studies on the health of teachers (SANTOS, SILVA, 2017; PENACHI, 2018; VANZIN, 2019). The teaching category in the municipal elementary school system has been little explored, with scarce literature. In this context, research on stress and burnout syndrome becomes pertinent, as the identification of stressors can propose improvements to the category, promoting health and well-being. In this sense, the present study sought to evaluate the perception of occupational stressors and burnout indicators of teachers in the municipal education network in the city of Castelo – ES.
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Plonski, Guilherme Ary, Beatriz Leonel Scavazza, and Angela Sprenger. "Innovation in a Large Public School System in Brazil: The Knowledge Network ("Rede do Saber")." In PICMET '07 - 2007 Portland International Conference on Management of Engineering & Technology. IEEE, 2007. http://dx.doi.org/10.1109/picmet.2007.4349544.

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Abdulraheem, Sahar, and Nawari O. Nawari. "Sustainable Techniques for Public School in Florida: Application of the Sustainable Urban Drainage System (SUDS)." In ASME 2015 9th International Conference on Energy Sustainability collocated with the ASME 2015 Power Conference, the ASME 2015 13th International Conference on Fuel Cell Science, Engineering and Technology, and the ASME 2015 Nuclear Forum. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/es2015-49805.

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Floods are among the most common natural hazards in Florida. They are threatening the safety and economic welfare of Floridians. Every year Florida spends millions of dollar to mitigate direct flood damages. Amongst the effective solutions to these flood damages is the control of urban drainage in school buildings and nearby grounds to conserve and preserve natural resources and to promote sustainable thinking. This paper discusses how public schools in Florida can benefit from sustainable techniques by applying the sustainable urban drainage system (SUDS) to school designs. The article also illustrates how Florida can use school sites as double functions to provide an active educational environment and to manage storm water runoff at the same time. Construction costs estimation for sustainable techniques is calculated based on data available for the year 2011 and compared with the conventional construction methods for schools. The result indicates a high initial cost that can easily be offset by considering the cost of conventional drainage structure, conserved storm water, flooding impact, storm water sewage disposal, and other measures.
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Reports on the topic "Atlanta Public School System"

1

Paul Johnson. White Pine Co. Public School System Biomass Conversion Heating Project. Office of Scientific and Technical Information (OSTI), November 2005. http://dx.doi.org/10.2172/861531.

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Elacqua, Gregory, Nicolas Figueroa, Andrés Fontaine, Juan Francisco Margitic, and Carolina Méndez. Exodus to Public School: Parent Preferences for Public Schools in Peru. Inter-American Development Bank, December 2023. http://dx.doi.org/10.18235/0005497.

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Due to an unprecedented rise in demand, in 2020 the Peruvian Ministry of Education implemented a centralized assignment mechanism that allowed thousands of students at various levels of education to move from the private to the public sector. In this paper, we empirically explore the determinants of accepting a public school assignment and, subsequently, remaining in the public system. Specifically, we exploit the randomness in the assignment of students to new public schools to causally estimate the influence of distance on the decision to accept a public school placement, and we explore its role in the decision to remain there. We also provide insights into various determinants of parental preferences. Our findings reveal that families care about distance from home to the assigned public school as well as the relative academic and peer quality with respect to their school of origin. Parents weigh these factors differently based on their familiarity with them. Consequently, experiencing a new school environment can alter the significance of specific attributes when it comes time to decide whether to stay at the assigned school. These findings offer valuable insights into how governments can strengthen the supply of public schooling.
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Berlinski, Samuel, and Alejandra Ramos. Research Insights: Does Merit Pay among Public School Teachers Affect the Mobility of Teachers Out of Teaching or within the School System? Inter-American Development Bank, November 2020. http://dx.doi.org/10.18235/0002862.

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This paper analyzes the effect on teacher mobility of a program that rewards excellence in teaching practices in Chile. Successful applicants receive a 6 percent annual wage increase for up to 10 years and an award that publicly recognizes their excellence. The paper uses a regression discontinuity design to identify the causal effect of the public merit award. The program does not alter transitions out of teaching. The program does, however, increase the mobility of awardees within the school system. This is consistent with the program providing a credible public signal of teacher quality.
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Shendell, Derek Garth. Assessment of organic compound exposures, thermal comfort parameters, and HVAC system-driven air exchange rates in public school portable classrooms in California. Office of Scientific and Technical Information (OSTI), January 2003. http://dx.doi.org/10.2172/816588.

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Burman, Rex, and Anthony R. Coca. Benchmarks for Enhanced Network Performance: Hands-On Testing of Operating System Solutions to Identify the Optimal Application Server Platform for the Graduate School of Business and Public Policy. Fort Belvoir, VA: Defense Technical Information Center, September 2010. http://dx.doi.org/10.21236/ada531473.

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Berkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma, and Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.

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We study the effects of an admission policy change that caused a massive shift in student composition in public and private junior secondary schools in Yogyakarta, Indonesia. In 2018, the primary criterion for admission into Yogyakarta’s 16 preferred, free public schools (grades 7-9) changed from a grade 6 exam score ranking to a neighborhood-to-school distance ranking. This policy change resulted in a decline in average grade 6 scores in public schools by 0.4 standard deviations (s.d.) and a 0.4 s.d. increase in private schools. We assessed learning impacts caused by the changed student composition by comparing two otherwise similar cohorts of students admitted before and after the policy change. Average grade 8 test scores across math and Indonesian declined by 0.08 s.d. (not significant). To understand which students throughout the education system gained and lost in terms of learning, we simulated public school access under the 2018 policy and its predecessor for both cohorts. In public schools, teachers attempted to adapt lessons to lower-scoring students by changing teaching approaches and tracking students. These responses and/or exposure to different peers negatively affected learning for students predicted to have access to public schools under both policies (-0.13 s.d., significant at the 10 percent level) and aided students with predicted public school access under the new policy slightly (0.12 s.d., not significant). These results are in contrast to existing literature which finds little or no impact from shifts in student composition on incumbent students’ learning. In private schools, we found no such adaptations and no effects on predicted incumbent students. However, students predicted to enter private schools under the new policy saw large negative effects (-0.24 s.d., significant), due to lower school quality and/or peer effects. Our results demonstrate that effects from high-performing, selective schools can be highly heterogenous and influenced by student composition.
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Berkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma, and Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.

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We study the effects of an admission policy change that caused a massive shift in student composition in public and private junior secondary schools in Yogyakarta, Indonesia. In 2018, the primary criterion for admission into Yogyakarta’s 16 preferred, free public schools (grades 7-9) changed from a grade 6 exam score ranking to a neighborhood-to-school distance ranking. This policy change resulted in a decline in average grade 6 scores in public schools by 0.4 standard deviations (s.d.) and a 0.4 s.d. increase in private schools. We assessed learning impacts caused by the changed student composition by comparing two otherwise similar cohorts of students admitted before and after the policy change. Average grade 8 test scores across math and Indonesian declined by 0.08 s.d. (not significant). To understand which students throughout the education system gained and lost in terms of learning, we simulated public school access under the 2018 policy and its predecessor for both cohorts. In public schools, teachers attempted to adapt lessons to lower-scoring students by changing teaching approaches and tracking students. These responses and/or exposure to different peers negatively affected learning for students predicted to have access to public schools under both policies (-0.13 s.d., significant at the 10 percent level) and aided students with predicted public school access under the new policy slightly (0.12 s.d., not significant). These results are in contrast to existing literature which finds little or no impact from shifts in student composition on incumbent students’ learning. In private schools, we found no such adaptations and no effects on predicted incumbent students. However, students predicted to enter private schools under the new policy saw large negative effects (-0.24 s.d., significant), due to lower school quality and/or peer effects. Our results demonstrate that effects from high-performing, selective schools can be highly heterogenous and influenced by student composition.
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Bastos, Fabiano, Rogério Boueri, Maria Cristina Mac Dowell, and Emilio Pineda. Analysis of Public Spending: An Evaluation Methodology for Measuring the Efficiency of Brazilian State Spending on Education. Inter-American Development Bank, December 2014. http://dx.doi.org/10.18235/0007981.

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This study uses Data Envelopment Analysis (DEA) to evaluate the efficiency of state public education systems in Brazil. State government spending on education and state gross domestic product are interpreted as input variables, with the latter being non-discretionary. Output variables are based on the number of state public school students taking the ENEM (Exame Nacional do Ensino Médio, a national exam taken at the end of high school studies) and the Prova Brasil (a national exam taken at the end of the 5th and 9th grades) and their scores on these exams. Variables were not scaled per capita in order to allow us to draw conclusions about economies of scale. The main result was a negative correlation between per capita state spending on education and the relative efficiency of the state educational system, indicating that there is a limit to per capita educational spending beyond which technical efficiency in educational programs falls significantly.
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Leung-Gagné, Melanie, Victoria Wang, Hanna Melnick, and Chris Mauerman. How are California school districts planning for universal prekindergarten? Results from a 2022 survey. Learning Policy Institute, April 2023. http://dx.doi.org/10.54300/109.432.

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In 2021, California committed to providing universal prekindergarten (UPK) for all 4-year-olds and income-eligible 3-year-olds by 2025–26. UPK includes several early learning programs, including transitional kindergarten (TK), the California State Preschool Program (CSPP), Head Start, and expanded learning opportunities to provide full-day early learning and care. TK is the only UPK program that is free and universally available as part of California’s public education system. Offered by local education agencies (LEAs), TK currently serves all 4-year-olds who turn 5 between September 2 and December 2 and will expand to all 4-year-olds by 2025–26. The legislature also made new investments in CSPP, a program for income-eligible 3- and 4-year-old children. Funding for CSPP is provided by the state through grants to both LEAs and community-based organizations. This report provides a snapshot of 1,108 LEAs’ initial plans for UPK expansion through the analysis of a survey administered by the California Department of Education in August 2022. Key findings provide insights into LEA plans for service delivery models, facilities and transportation, instruction and assessment, workforce development, school leader development, and technical assistance needs.
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Herring, Theodore, Justin Tweet, and Vincent Santucci. Wind Cave National Park: Paleontological resource inventory (public version). National Park Service, June 2023. http://dx.doi.org/10.36967/2299620.

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Wind Cave National Park (WICA), the first cave in the world to become a national park, is famous for the park’s namesake feature. Wind Cave, named for the noticeable wind-flow patterns observed as air moves in and out of the natural cave entrance, is currently the third longest cave system in the United States and seventh longest in the world. Wind Cave formed when groundwater dissolved buried layers of the fossiliferous Madison Limestone, which were deposited during the Mississippian subperiod approximately 359 to 347 million years ago. In addition to the Madison Limestone, several other formations are exposed within the park, dating from the early Proterozoic to the Holocene. The presence of fossils within the park has been known since at least the late 19th century when early settlers explored the cave to turn the geologic feature into a tourist attraction. However, most of the geologic work conducted during the park’s history has focused on the exploration and development of the cave itself, rather than its fossils. Paleontology became a bigger focus in the late 20th century when the park partnered with the South Dakota School of Mines and Technology to recover and research fossils found within the cave and on the park’s surface. Other partnerships include those with the Mammoth Site of Hot Springs and Northern Arizona University, through which researchers have studied Quaternary cave deposits found across the park. In ascending order (oldest to youngest), the geologic formations at WICA include undifferentiated lower Proterozoic rocks (Precambrian), Harney Peak Granite (Precambrian), Deadwood Formation (Cambrian–Ordovician), Englewood Limestone (Devonian–Mississippian), Madison Limestone (Mississippian), Minnelusa Formation (Pennsylvanian–Permian), Opeche Shale (Permian), Minnekahta Limestone (Permian), Spearfish Formation (Permian–Triassic), Sundance Formation (Middle–Upper Jurassic), Unkpapa Sandstone (Upper Jurassic), Lakota Formation (Lower Cretaceous), Fall River Formation (Lower Cretaceous), White River Group (Eocene–Oligocene), and Quaternary alluvium, conglomerate, and gravel deposits. The units that are confirmed to be fossiliferous within the park are the Deadwood Formation, Englewood Limestone, Madison Limestone, and Minnelusa Formation, which contain a variety of marine fossils from a shallow sea deposition environment; the Sundance Formation, which has much younger marine fossils; the Lakota Formation, which has yielded petrified wood; and the White River Group and Quaternary deposits, which contain vertebrate and invertebrate fossils deposited in and near freshwater streams, lakes, and ponds. Many of the fossils of WICA are visible from or near public trails and roads, which puts them at risk of poaching or damage, and there is evidence that fossil poaching occurred at several of the Klukas sites soon after they were discovered. Furthermore, there are several fossil sites on the tour routes within Wind Cave, which are of value to interpretation and the park experience. WICA has implemented cyclic fossil surveys in the past to monitor site conditions, and it is recommended that this paleontological resource monitoring be continued in the future.
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