Relevant bibliographies by topics / School policy

Academic literature on the topic 'School policy'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 May 2024

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Journal articles on the topic "School policy"

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Collins, Jonathan E. "Policy Solutions: The policy of school policing." Phi Delta Kappan 104, no. 4 (November 28, 2022): 62–63. http://dx.doi.org/10.1177/00317217221142989.

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More than half of U.S. schools have no police presence on their campuses. Jonathan E. Collins proposes that all school buildings be free of police. School resource officers (SROs), he writes, do more harm than good. An alternate policy that would remove SROs from schools involves the framework of the community policing model. This model focuses on engaging students in full and deep discussions and problem-solving that reveals what students think of school safety and the root cause of school violence.
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Jeongho [John], Lee, and Choi Young Hoon. "Local Charter School Policy Implementation: Do Policy Networks Matter?" Korean Journal of Policy Studies 30, no. 1 (April 30, 2015): 185–206. http://dx.doi.org/10.52372/kjps30107.

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This article draws on research focusing on implementation of local charter school policy in the United States. Since Colorado passed charter school law in 1993, charter school policy has spread very fast and many charter schools have been operating across Colorado. However, there is the variation in the implementation of each school district's state charter school policy. Some school districts implement the state's charter school law very actively through providing their students with charter school services while other school districts do not. The primary research question of the study is to examine why the uneven implementation of charter school policy emerges among Colorado's school districts. The statistical results reveal that the policy network factor is the most persuasive evidence in answering the research question.
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McGuinn, Patrick. "Swing Issues and Policy Regimes: Federal Education Policy and the Politics of Policy Change." Journal of Policy History 18, no. 2 (April 2006): 205–40. http://dx.doi.org/10.1353/jph.2006.0005.

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Political scientists have long debated the nature of the American political system, particularly the degree to which the federal government is amenable to major policy initiation and reform. There are two basic schools of thought on this question. One school—which I will call the stasis school—argues that the system is highly resistant to major change. The other school of policymaking—which I will call the dynamic school—emphasizes the openness and responsiveness of America's political system and the relative ease of generating reform at the national level. While the stasis and dynamic schools are helpful in explaining systemic tendencies and the influence of particular forces on the policy process, they are less useful in illuminating the evolution of governmental policymaking in a single issue area over time.
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Fuad, Nurhattati, Choirul Fuad Yusuf, and Rihlah Nur Aulia. "School Autonomy Policy Implementation in Emerging Country." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 210–24. http://dx.doi.org/10.9756/int-jecse/v14i1.221026.

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The purpose of this study was to analyze how school autonomy was implemented in Jakarta's Special Capital Region, which administratively serves as a barometer for the successful implementation of policies in Indonesia and emerging economies. The research examined how school autonomy has been applied at the school level in terms of program and budget management, curriculum creation, teacher development, and community development. The topics were administrators, teachers, school leaders, and school committee members from 313 Jakarta public primary schools. Data were gathered utilizing a combination of qualitative and quantitative methods, including surveys, interviews, focus groups, and documentary studies. The research indicated that the implementation of school autonomy in Jakarta varies in terms of success, and is contingent on the school's competence and innovation in utilizing its authority and responsibility to grow the institution. Additionally, it is discovered that the weaknesses that must be addressed in order for autonomy to be effective are related to the low quality of leadership demonstrated by school principals, teachers, and school committee participation in management, all of which contribute to the ineffective implementation of school autonomy.
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Lounsbery, Monica A. F., Thomas L. McKenzie, James R. Morrow, Kathryn A. Holt, and Ronald G. Budnar. "School Physical Activity Policy Assessment." Journal of Physical Activity and Health 10, no. 4 (May 2013): 496–503. http://dx.doi.org/10.1123/jpah.10.4.496.

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Background:Physical activity (PA) levels in schools vary widely, and there is interest in studying how student PA accrual relates to school policy and environmental conditions. School PA policy research, however, is in its infancy and generalizable measurement tools do not exist. We developed and assessed reliability of items on the School Physical Activity Policy Assessment (S-PAPA), an instrument designed to assess school PA policy related to physical education (PE), recess, and other opportunities.Methods:To develop items, we perused associated literature, examined existing instruments, and consulted school policy makers. For test-retest reliability assessment, 31 elementary school PE teachers completed the survey twice, 14 days apart.Results:S-PAPA uses open-ended, dichotomous, multichotomous, and checklist formatting and has 3 modules: 1) Physical Education (47 items), 2) Recess (27 items), and 3) Other Before, During, and After School Programs (15 items). Responses to more than 95% of items were highly related between Times 1 and 2. Generally, physical education and recess items had fair to substantial levels of agreement, and items about other school PA programs had fair to perfect agreement.Conclusions:Test-retest results suggest S-PAPA items are reliable and useful in assessing PA policies in elementary schools.
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Jensen, Chad D., Amy F. Sato, C. Meghan McMurtry, Chantelle N. Hart, and Elissa Jelalian. "School Nutrition Policy." ICAN: Infant, Child, & Adolescent Nutrition 4, no. 5 (August 24, 2012): 276–82. http://dx.doi.org/10.1177/1941406412458314.

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Background. School policies limiting the availability of sweetened beverages are often considered to be effective interventions for improving children’s diet and weight-related health. This study was designed to examine the effectiveness of the Rhode Island Healthier Beverage Policy in reducing consumption of unhealthy beverages and in producing changes in children’s weight status. Method. Students in 2 public middle schools in Rhode Island completed self-reported measures of dietary intake and were measured for height and weight prior to and 1 year following the implementation of a state-mandated healthier beverage policy. An inventory of beverages available in vending machines after the beverage policy was implemented provided a measure of adherence with the statewide policy. Results. Both surveyed schools demonstrated compliance with the beverage policy (ie, greater than 70% of available beverages complied). Self-reported consumption of sweetened beverages did not change significantly following policy implementation. Neither average BMI percentile for age and gender nor frequency of children in each weight category changed significantly 1 year after the policy was implemented. Conclusions. Although the healthier beverage policy was effectively implemented, it did not result in changes in self-reported sweetened beverage consumption or weight status 1 year later. Additional school policy and individual-level changes appear to be necessary to effect change in weight and dietary outcomes for children.
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Lambdin, Dolly, and Heather Erwin. "School Wellness Policy." Journal of Physical Education, Recreation & Dance 78, no. 6 (August 2007): 29–32. http://dx.doi.org/10.1080/07303084.2007.10598038.

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Lounsbery, Monica A. F. "School Physical Activity: Policy Matters." Kinesiology Review 6, no. 1 (February 2017): 51–59. http://dx.doi.org/10.1123/kr.2016-0038.

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For children, schools play an important role in providing and promoting physical activity, yet growing school pressure to produce academic achievement gains have limited the priority of physical activity producing programs. The Institute of Medicine, the Centers for Disease Control and Prevention, the American Heart Association, and others have developed recommendations for school physical activity policy and there is growing interest in examining the relationship between existing school physical activity policies, school practices, and physical activity. Given that research on school physical activity policy is in its infancy, my goal in writing this paper is to introduce readers to key aspects of school physical activity policy while simultaneously outlining existing research efforts and highlighting the many critical research gaps that still exist. I conclude the paper by linking policy to advocacy and outlining considerations for formulating effective advocacy efforts while emphasizing the need for advocacy research.
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Stout, Robert T. "Staff Development Policy." education policy analysis archives 4 (February 17, 1996): 2. http://dx.doi.org/10.14507/epaa.v4n2.1996.

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It is argued here that staff development in the public elementary and secondary schools of the United States is misguided in both policy and practice. In its current form it represents an imperfect consumer market in which "proof of purchase" substitutes for investment in either school improvement or individual development. A policy model based on investment in school improvement is shown, in which different assumptions about how to improve schools are linked to different alternatives for the design and implementation of staff development. These are argued to be based on an investment rather than consumption model.
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Pont, Beatriz. "School leadership: from practice to policy." International Journal of Educational Leadership and Management 2, no. 1 (January 16, 2014): 4–28. http://dx.doi.org/10.4471/ijelm.2014.07.

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Across many OECD countries, until recently, one of the few requirements for becoming a school leader was to be a teacher for a minimum amount of years, without any specific kind of training or support beyond that required for teaching. Yet, school leaders’ tasks have become increasingly complex, as a result of globalisation, a shift towards knowledge based economies, greater student diversity and an increased government focus on education policy reforms targeting and affecting schools. The role of school principals has moved from administrative leadership towards focusing on student outcomes, with more autonomy and accountability, and increased responsibilities for implementing policy reforms in schools and classrooms. This article focuses on how policies can ensure that school leaders contribute to school improvement. It builds on an international OECD study on school leadership which analysed practices across 22 education systems in 2008 and explores developments since to propose policy options that can contribute to support the professionalization of school leadership. Among the key strategies suggested that many countries have been taking up are clarifying the role of school leaders based on the tasks that make most difference on school outcomes, ensuring there is specialised training and development, that working conditions are attractive to ensure that there are quality professionals in exercise and to make it a sustainable profession that is well supported.
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Dissertations / Theses on the topic "School policy"

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Argov, Nir. "School policy, climate and high school dropouts." Thesis, Anglia Ruskin University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411413.

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White, James T. "Foundations of School Stakeholder's Perceptions Related to School Building Conditions and Learning." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1018.

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As school buildings continue to age, school stakeholders are increasingly concerned about the influence school facilities have on the academic achievement of students, especially in urban low income school districts. The purpose of this qualitative multiple case study was to examine school building conditions through the perceptions of 12 stakeholders including teachers, facility managers, administrators, and school board members in 3 school districts. The research question involved understanding how local school stakeholders perceived or acknowledged the relevance and relationship of school building conditions to student learning, social constructivism and aspects of organizational theory severed as the conceptual frameworks for this study. A recursive coding method and a comparative content analysis of semistructured interviews was completed. Themes that emerged included thermal comfort, technology, and symbolism. Analysis of interview responses revealed stakeholders perceived that thermal comfort and the presence of stationary technology within classrooms are of primary importance to student learning. Also, the analysis highlighted a common perception supporting the premise that the condition of school facilities represents a symbolic measure of the importance placed on student achievement by the school community. Implications for positive social change include a data-driven dialogue involving policies and practices that support providing optimum school buildings and facilities to support low-income and minority student achievement.
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Himler, Heidi L. "Exploring teachers' perceptions implementation of a school wellness policy /." abstract and full text PDF (UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1460761.

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Snodgrass, Ronald E. "School violence policy initiatives : a study of the effectiveness of a zero-tolerance threats policy /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115592.

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Ashburn, Jacob J. "Race, morality and public school policy /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487779439848254.

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Little-Hunt, Catherine Cecchini. "Silent Policy Feedback Through School Choice." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3949.

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Increasing numbers of Florida parents are withdrawing their children from traditional public schools in highly-rated school districts to enroll them in tuition-free, startup, charter schools. Since not all parents have equal access or are as equally motivated to elect school choice alternatives, the fiscal sustainability of the traditional public school system is at risk. Using Schattschneider's policy feedback process as a model, the purpose of this research was to gain an in depth understanding of the role policy perception plays on the decision-making process by parents. Data for this qualitative single-case study were collected through interviews with 8 charter school parents residing in a single top-performing Florida public school district. All data were inductively coded and then subjected to a thematic analysis procedure. Key findings indicated that participants elected school choice based on perceptions that diminished curricular rigor and diminished classroom safety are the direct result of the classroom compositions found in a general education classroom in a traditional public school. The participants opined that the inability of traditional public schools to adequately accommodate for the diverse abilities of students placed in general education classrooms in accordance with current policy results in higher-achieving students being disenfranchised. The social change significance is showing how parental perception of existing policy impacts school choice election, thus providing guidance to lawmakers about legislative reforms that could limit the school choice migration and secure the viability of traditional public schools for those children limited in school choice options.
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Tsang, Lam-po Ivan. "The establishment of the Police Cadet School a question of youth policy? /." Thesis, Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B35320023.

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Thesis (M.A.)--Scarman Centre for the Study of Public Order, University of Leicester in association with School of Professional and Continuing Education, University of Hong Kong, 1999.
Includes bibliographical references (leaves 77-78) Also available in print.
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Ertas, Nevbahar. "Public school responses to charter school presence." Diss., unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-09272007-170214/.

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Thesis (Ph. D.)--Georgia State University, 2007.
Title from file title page. Electronic text (142 p. : ill.) : digital, PDF file. Christine H. Roch, committee chair; Gary T. Henry, Gordon A. Kingsley, Gregory B. Lewis, Mary Beth Walker, committee members. Description based on contents viewed May 8, 2008. Includes bibliographical references (p. 132-142).
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Geiser, Jill S., Jamie Brett Chisum, Anna Carollo Cross, and IV Charles Alexander Grandson. "Turning Around Schools: A View From School Leaders as Policy Implementers." Thesis, Boston College, 2014. http://hdl.handle.net/2345/3814.

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Thesis advisor: Rebecca Lowenhaupt
This single case study examines how stakeholders of a local education agency (LEA) understand and implement state turnaround policy for its chronically underperforming schools. While there is ample research on how to improve chronically underperforming schools, that research becomes limited when looking at turnaround implementation actions that are in response to policy mandates. This qualitative study uses the theory frame of policy sense-making to identify how implementers come to understand turnaround policy and to explore how that sense-making impacts their implementation decisions. Focusing on school leaders as turnaround policy implementers, this research considers how school leaders come to understand their work of turning around a chronically underperforming school in the context of responding to policy mandates. Research findings, which emerged from Interviews, observations, and policy analysis, reveal that school leaders in this LEA are engaged in sense-making of turnaround policy and practice, which informs their decisions about how to implement turnaround. School leaders begin by asking questions about the policy requirements which center on decisions about how to organize staff and utilize resources. Yet, findings show that their sense-making goes beyond policy requirements to other areas of turnaround work. Namely, they also make sense of the data, which plays a prevalent role in turnaround in that it informs how school leaders diagnose the school's strengths and weaknesses. School leaders then consider the leadership practices that would effectively raise achievement in the school. Findings also show that how school leaders make sense of these areas is influenced by their communication with other stakeholders, their background knowledge and experience in turnaround, and the context of the school. These findings lead to the recommendations to increase communication that focuses on facilitation of sense-making, to communicate a transparent process about how decisions about resource distribution are made across the LEA, to build capacity around data analysis throughout the LEA, and to communicate a vision of turnaround leadership for the LEA
Thesis (EdD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Ogina, T. A. "How school principals understand and implement HIV/AIDS policy in schools." Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-03302004-115407/.

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Books on the topic "School policy"

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Lynn, Canady Robert, ed. School policy. New York: McGraw-Hill, 1991.

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1949-, Reynolds David, and Cuttance Peter, eds. School effectiveness: Research, policy, and practice. London, England: Cassell, 1992.

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Govier, Heather. Primary school maths policy. Corby: First & Best in Education, 1998.

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Govier, Heather. Primary school English policy. Peterborough: First & Best in Education, 1997.

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Branch, Manitoba Instructional Resources. School library policy statement. [Winnipeg]: Manitoba Education and Training, Instructional Resources, 1991.

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Li, Jian. International School Policy Development. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8817-2.

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Northern Ireland Council for Educational Development., ed. A school homework policy. Belfast: Northern Ireland Council for Educational Development, 1989.

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Malawi. Ministry of Education and Vocational Training. National school textbook policy. Lilongwe: Ministry of Education and Vocational Training, 2006.

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Govier, Heather. Primary school music policy. Oundle: First & Best in Education Ltd, 1997.

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Scarborough Board of Education Program Department. Excursion policy. [Scarborough]: The Board, 1995.

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Book chapters on the topic "School policy"

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Hashimoto, Kayoko, and Samantha Disbray. "University-School Partnerships." In Language Policy, 3–17. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-38754-8_1.

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de Vries, Annemieke. "Results of Integrated Educational Policy." In School Effectiveness and School Improvement, 187–98. London: Routledge, 2022. http://dx.doi.org/10.1201/9780203740156-15.

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King, Ronald. "Policy and practice." In School and College, 188–203. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003296799-12.

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Extra, Guus, and Ton Vallen. "Assessing Multilingualism at School." In Language Policy, 77–83. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88723-0_6.

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Epstein, Joyce L., and Steven B. Sheldon. "Policy Implications." In School, Family, and Community Partnerships, 183–245. 3rd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429400780-6.

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Tenorio, José. "Beyond Policy." In School Food Politics in Mexico, 101–26. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003356264-5.

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Baxter, Jacqueline. "School Inspectors: Shaping and Evolving Policy Understandings." In School Inspectors, 259–75. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52536-5_12.

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St. John, Edward P., and Feven Girmay. "Educational Policy." In Detroit School Reform in Comparative Contexts, 57–81. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19011-8_3.

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Kral, Inge. "Yipirinya School: That Generation, This Generation." In Language Policy, 269–84. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-2078-0_22.

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Reynolds, David. "School Effectiveness, School Improvement and Contemporary Educational Policies." In Education Policy and Contemporary Politics, 65–81. London: Palgrave Macmillan UK, 2002. http://dx.doi.org/10.1057/9781403920010_5.

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Conference papers on the topic "School policy"

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Dewi, Mulia Sari, and Deni Hadiana. "School Engagement." In International Conference on Educational Assessment and Policy (ICEAP 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210423.080.

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Hamiseno, Giri Sarana, Handaru Catu Bagus, Fahmi, Rahmah Zulaiha, Haryo Susetiyo, and Abdul Rahman. "Processing National Examination Result for Junior High School, Senior High School and Vocational School in Indonesia." In International Conference on Educational Assessment and Policy (ICEAP 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210423.063.

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Nurhayati, Riana, Siti Irene Astuti Dwiningrum, and Ariefa Efianingrum. "School Policy for Bullying Prevention." In International Conference on Educational Research and Innovation (ICERI 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200204.054.

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Koutouvela, Christina, and Thomas Babalis. "QUALITY OF SCHOOL LIFE AND SCHOOL POLICY. EMPIRICAL APPROACH." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1328.

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Kelting, S., and M. Montoya. "Green Building Policy and School Performance." In International Conference on Sustainable Design and Construction (ICSDC) 2011. Reston, VA: American Society of Civil Engineers, 2012. http://dx.doi.org/10.1061/41204(426)15.

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Ramli, Lanny, Luggas Radianto, Ayu Putri Azahrawany, Vidy Fauzizah Sampurno, Sandra Bagus M, and Rintan Nur Indah Sari Anwar. "Single Window Policy for Trade Licensing in Surabaya." In 2nd International Conference Postgraduate School. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007552608460848.

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Kusumawati, Yeny, and Fresty Africia. "Implementation of No Smoking Area Policy in High School 2, Nganjuk, East Java, Indonesia." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.01.

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ABSTRACT Background: In school environments, the No Smoking Area Policy is based on protecting young people who are currently studying at school from exposure to harmful cigarette smoke. It is expected to indirectly reduce student smoking rates. This study aimed to describe the implementation of the No Smoking Area policy at High School 2 Nganjuk, East Java and to identify the factors influencing the policy implementation. Subjects and Methods: This was a qualitative study carried out at High School 2 Nganjuk, East Java. The study subjects were included the principal, student deputy principals, counseling guidance teachers, homeroom teachers, employees, and students of High School 2 Nganjuk. Data were collected using observation, interviews, and documentation. The source triangulation technique used the technique of checking the validity of the data. This study used an interactive model of data analysis technique, which is based on the theory of George C. Edward III, consisted of communication, resources, dispositions, and bureaucratic structures. Results: In High School 2 Nganjuk, the No Smoking Area Policy has not been implemented optimally, particularly on the resource factor. For example, some teachers and staff still smoking in schools. This was not in accordance with the provisions in the No Smoking Area Policy. As the budget for funds from School Operational Assistance (BOS) was integrated with the School Environment Introduction Period (MPLS/MOS as well as the Adiwiyata program, there was no special budget for the implementation of the No Smoking Area policy. There was still not enough amount of billboards about no smoking area. The communication factor was the supporting factor. The policy for the No Smoking Area is always communicated to school residents. The disposition factors was the policy implementers’ engagement. The bureaucratic factor were structure and the presence of SOP in policy implementation. Conclusion: The enforcement of the policy of the No Smoking Area in High School 2 Nganjuk has not been maximized, so all factors, both contact factors, resource factors, disposal factors, and bureaucratic factors, need to be assisted. Keywords: smoking area, high school, policy Correspondence: Yeny Kusumawati. School of Health Sciences, Satria Bhakti Nganjuk, East Java, Indonesia. Email: yenykusumawati.sbn.ngk@gmail.com. Mobile: 082244297997 DOI: https://doi.org/10.26911/the7thicph.04.01
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Stutchbury, Kris, Lore Gallastegi, Clare Woodward, and Mark Gaved. "School-based Continuing Professional Development: the Role of School Leaders." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2256.

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Zambian Education School-based Training (ZEST) is an innovative programme aimed at improving teaching in line with policy aspirations in Zambia. It draws on existing roles, structures and processes whilst making innovative use of technology and resources, to support teaching and to challenge attitudes which can limit achievement. A programme of research has been designed to better understand school-based continuing professional development (SBCPD) at a school-level. This presentation focuses on one strand of that research: school leaders. It seeks to make explicit what it is that school leaders do to support successful innovation. // ZEST is based on the policy aspiration that teaching should be more learner-centred, and defines learner-centredness in terms of attitudes, values and relationships, rather than a set of required practices. This paper will draw on the literature to suggest what ‘learner-centred leadership’ could look like. It will present data from interviews and observations gathered during a two-day visit to each of six schools to explore head teachers’ leadership of innovation. A purposive sample of schools was chosen, based on their successful engagement with ZEST as evidenced through new ways of working, new attitudes to learners, and the successful use of technology. // The presentation will provide case studies of successful school leaders and will highlight what it means to innovate, identifying key drivers and constraints in the Zambian context. The findings will be relevant to others working on the continent.
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Wuryanti, Sri. "INDONESIAN LANGUAGE NATIONAL EXAMINATION RESULTS FOR HIGH SCHOOL DEAF CHILDREN." In International Conference on Educational Assessment and Policy. Kementerian Pendidikan dan Kebudayaan, 2019. http://dx.doi.org/10.26499/iceap.v0i0.225.

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Mahyani, Esti Rokhima, Rutiana Dwi Wahyunengseh, and Rina Herlina Haryanti. "Public Perception of Zoning School Policy in Surakarta Public Senior High Schools." In Proceedings of the First International Conference on Administration Science (ICAS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icas-19.2019.56.

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Reports on the topic "School policy"

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Shanks, Rachel. School Clothing Grant in Scotland: Policy Briefing. University of Aberdeen, August 2022. http://dx.doi.org/10.57064/2164/19088.

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A researcher at the University of Aberdeen has found that almost 20% (n=70) of secondary schools in Scotland specify an exclusive supplier for school uniform. The research shows that almost every secondary school has a compulsory uniform (over 96%). Of the 343 schools with a compulsory uniform, 320 uniforms include a school tie, 235 include a blazer and 200 schools ban jeans. While the Scottish Government has called for the automatic payment of benefits such as the national minimum clothing grant , only 6 local authorities make automatic awards of this grant when families are applying for other benefits. Nine local authorities roll over the school clothing grant into the next school year without requiring families to re-apply and 1 local authority has both automatic grants and rollover of school clothing grant in place.
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2

Shanks, Rachel. Affordability of secondary school uniform in Scotland: Policy Briefing. University of Aberdeen, November 2020. http://dx.doi.org/10.57064/2164/15388.

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Abstract:
A researcher at the University of Aberdeen has found that almost 20% (n=70) of secondary schools in Scotland specify an exclusive supplier for school uniform. The research shows that almost every secondary school has a compulsory uniform (over 96%). Of the 343 schools with a compulsory uniform, 320 uniforms include a school tie, 235 include a blazer and 200 schools ban jeans.
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3

Bruch, Sarah K., Harper Haynes, and Alex Hylka. Focus Area Policy Brief. Inclusive School Environment. Iowa City, Iowa: University of Iowa Public Policy Center, July 2016. http://dx.doi.org/10.17077/0ii8-pc7v.

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4

Handbury, Jessie, and Sarah Moshary. School Food Policy Affects Everyone: Retail Responses to the National School Lunch Program. Cambridge, MA: National Bureau of Economic Research, October 2021. http://dx.doi.org/10.3386/w29384.

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5

Nicoletti, Barbara. The Meaning of Controversial Policy to School Superintendents. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1375.

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6

Duchini, Emma, Victor Lavy, Stephen Machin, and Shqiponja Telhaj. School Management Takeover, Leadership Change, and Personnel Policy. Cambridge, MA: National Bureau of Economic Research, December 2023. http://dx.doi.org/10.3386/w31994.

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7

Amdahl-Mason, Ameena. The Lived Experience of High School Policy Debate in Oregon. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.531.

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8

Cribb, Jonathan, Christine Farquharson, Andrew McKendrick, and Tom Waters. The policy menu for school lunches: options and trade-offs in expanding free school meals in England. The IFS, March 2023. http://dx.doi.org/10.1920/re.ifs.2023.0253.

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9

Brook, Douglas A., and Shu S. Liao. Summary of Research 2001, Graduate School of Business and Public Policy. Fort Belvoir, VA: Defense Technical Information Center, January 2001. http://dx.doi.org/10.21236/ada409971.

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10

Beuermann, Diether. How Much Should We Rely on Test Scores to Measure School Quality? Inter-American Development Bank, August 2022. http://dx.doi.org/10.18235/0004415.

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While schools may influence academic and non-academic outcomes, it is not clear whether schools that improve test scores are the same schools that causally improve longer-run outcomes. This policy brief uses rich administrative data covering the full population of Trinidad and Tobago to show that (1) School causal effects are multidimensional. Effects on test scores are weakly related to effects on crime, teen births, and adult employment; and (2) Parents of lower-achievers value effects on non-test outcomes relatively more than on tests while the opposite is true for parents of high-achievers. These findings suggest that policy evaluations based solely on test scores may be misleading about the welfare effects of school choice.
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