| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "FUNDING SMALL SCHOOL DISTRICTS": |
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Funding Small School Districts, 2002.
This paper is a review of literature and a proposal for research concerning superintendents of small school districts, their relationship between ethics, mandates, laws, and regulations and the process of funding school districts.
1,315 words (approx. 5.3 pages), 15 sources, APA, $ 44.95
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Abstract
The paper states that there is a critical need for research into the relationships between alternate patterns of educational governance and the ability to mobilize human energy. The paper recommends that research should be done to show how schools can restructure many of their programs to meet the laws and regulations while meeting the needs of the schools. The paper concludes that the hypothesis of this survey research will illustrate how funds and grants should be issued, related to the individual needs of the school and the relationship with the superintendent.
From the Paper
"The top ten factors that influence teachers applying for administration positions are relationship among the board, administration, and teachers; salary, community support, quality of community life, impact of the administrative position on home life, reputation of superintendent, poor working conditions, and the control of the board and the superintendent. Basically this shows that the decisions and actions of the superintendent affect stakeholders. The role of the superintendent is an important one when it comes to the district personnel and the shared vision of the school."
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"Theodore vs. The Delaware Valley School District", 2005.
This paper argues against the Supreme Court decision regarding drug testing in the case of "Theodore vs. The Delaware Valley School District".
3,275 words (approx. 13.1 pages), 10 sources, APA, $ 93.95
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Abstract
This paper explains that the Delaware Valley School District (Pennsylvania) implemented Policy 227 stating that all middle and high school students who seek to participate in extracurricular activities or request permission to drive to school would be required to submit themselves to random drug and alcohol testing; thereafter, Louis and Mary Ellen Theodore, parents of two exemplary students, filed suit to prevent the School District from continuing to drug test students by stating that Article 1, Section 8 of the Pennsylvania Constitution, which prevents unreasonable searches and seizures, protects their daughters and all students from Policy 227. The author reports that the United States Supreme Court ruled against the school district stating that a drug testing policy without suspicion will survive constitutional challenge only if the school district makes some actual reasons for the specific need for the policy and gives an explanation for believing that the policy would address that need, rejecting any such symbolic purpose as an appropriate reason for drug testing any group of students. The paper argues that Policy 227 is a fine policy with good intentions; instead, the paper contends that Policy 227 should be changing to only test athletes and student drivers, allowing the school district to cite the "Earls" and "Vernonia" cases as being more comparable thus possibly changing the outcome.
From the Paper
"Another pro for the appellees were their ability to further distinguish themselves from "Vernonia" in the fact that case concerned a "strong drug culture in that school led by student athletes who had a lower expectation of privacy than the general body or even students involved in non-athletics extra-curricular activities." Appellees noted that the District had not even attempted to justify its program by proving the existence of an actual drug crisis in the District, much less within the targeted class of students" (J-97-2003, 7). In fact, since Article 1, section 8, provides greater protection than the 4th amendment, the appellees where able to further argue that "even showing of special need could not be viewed as justifying the sort of random, suspicionless searches conducted under policy 227" (J-97-2003, 7)."
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ELL Programs in the Modern California School District, 2005.
Examines specific programs used in one school district to enhance the learning of ELL (English Language Learners) students.
2,865 words (approx. 11.5 pages), 7 sources, APA, $ 85.95
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Abstract
Modern classrooms must implement several programs to offer an effective educational curriculum to special needs students such as English Language Learners (ELL). Programs will differ from school to school or district to district depending upon demographics and resources available. This paper shows that the several programs offered in the Redlands Unified School District take such considerations into account. The district offers a comprehensive program to start ELL students on their transition to the general education mainstream classroom starting in kindergarten. The paper shows that the students and their parents are offered techniques to obtain the proper education while they learn English. The programs used there, plus several others, are making the California classroom a less stressful and more productive place for ELL students to learn.
From the Paper
"Orando and Rothstein (as cited in Slavin, 2003) state that the educational system is presented with a dilemma when it comes to limited English proficient students. The dilemma is this: The students need to learn English in order to function in society, but how much instruction should they get in their first language? English language learners (ELL) need more aid in learning all subjects because they are also trying to learn English at the same time (Johnson, Musial, Hall, Gollnick & Dupuis, 2005). Those that do speak some English may speak it with an accent or in a dialect and thus feel more comfortable using their primary language during some lessons (Lewis & Doorlag, 2003)."
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Bethel School District vs. Fraser, 2004.
A review of the Bethel School District vs. Fraser court case, which concerns freedom of speech.
1,532 words (approx. 6.1 pages), 4 sources, MLA, $ 50.95
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Abstract
This paper discusses the Bethel School District vs. Fraser court case, regarding a school speech made at an assembly by Matthew Fraser. The paper explores the school's reaction to Fraser's speech, claiming it to be indecent, lewd, and offensive to the modesty and decency of many of the students and faculty in attendance at the assembly. The paper contends that the case sets an important precedent with regard to the future actions a school or district may take concerning similar matters of public decency and free speech, especially with regard to the actions of members of the student body.
From the Paper
"In specific, the events concerned the actions of one Matthew N. Fraser, a student at Bethel High school in Washington State. In short, at a required assembly of approximately 600 students, Fraser presented a speech in which he referred to a student government opponent in terms of an ?elaborate, graphic, and explicit sexual metaphor? (UMKC, 2004). Not only did the student receive a warning from two teachers that it was ?inappropriate and that he probably should not deliver it,? and that it was possible that its presentation may have ?severe consequences (UMKC),? but it was observed that the reaction of the student audience to its presentation ranged from hooting, lewd gestures which ?graphically simulated the sexual activities pointedly alluded to in respondent's speech,? to obvious embarrassment and bewilderment? (UMKC)."
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Law Suit against the School District, 2006.
Reviews a case study of a legal suit brought against the school district over the continued harassment of a child on a school bus.
2,065 words (approx. 8.3 pages), 6 sources, APA, $ 65.95
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Abstract
This paper describes the legal action brought against the school district by the parents of a young boy who was continuously harassed by special needs children riding the same school bus as the young boy. The paper discusses the major legal issues involved in the case, major case law governing the issues, weaknesses in the arguments on both sides of the case and explains how litigation could have been avoided.
Table of Contents
Case Study
Major Legal Issues Involved in the Case
Major Case Law Governing Issues
Arguing a Position
Articulating the Major Weaknesses in the Position
Describing How the Litigation Could be Avoided or Prevented
From the Paper
"The school failed to protect the child from harassment. It was brought to the administration's attention and nothing was done. Once students are on their buses, they might be off of the physical premises but they are still the responsibility of the school. After the bus pulls out of the school parking lot, the bus driver is in command. But, as many educators are well aware, drivers often need the support of school administrators in getting their passengers home safely."
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Irvinh Independent School District v. Tatro, 2002.
A review of the "IRVING INDEPENDENT SCHOOL DISTRICT v. TATRO" legal case.
900 words (approx. 3.6 pages), 4 sources, $ 35.95
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Abstract
This paper presents a review of a Texas Case hearing on the matter of student's with special disabilities and their right to an education in an inclusive environment. Namely the IRVING INDEPENDENT SCHOOL DISTRICT v. TATRO Supreme Court of the United States, 1984. 468 U.S. 883.
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Personnel Recruitment Procedures in Rio Linda School District, 2006.
A review of current recruiting procedures and hiring practices under California law.
1,590 words (approx. 6.4 pages), 2 sources, MLA, $ 52.95
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Abstract
This study focuses on reviewing current recruiting and hiring practices, under California law and within school board policy, of the Rio Linda Union School District. The study reviews state, school board, and school district policies on recruitment and hiring of education personnel, analyzes the effectiveness of present recruitment and hiring practices within the Rio Linda Union School District, and makes suggestions for improvement of practice.
Table of Contents:
Introduction
State Law, School Board and District Policies Governing Recruitment and Hiring
Recruitment and Selection
Job Posting Requirement
Hiring Processes, Procedures, and Requirements
Selection of Candidates
Screening
Recommendations for Employment
Teacher Recruitment for Low-Performing Schools
From the Paper
"Many school districts, in California and elsewhere, have their own human resources departments. The Rio Linda Union School District, however, has no human resources department. That, according to Betty Barker, Assistant Superintendent of Personnel for Rio Linda Union School District (Interview, October 17, 2005) is one fact that distinguishes the district from other districts, and left over from the days before some schools began moving toward decentralization."
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Drug Abuse Programs in the Danville School District, 2002.
This paper examines the strengths and weaknesses of the Danville School Substance Abuse Program.
3,005 words (approx. 12.0 pages), 6 sources, MLA, $ 88.95
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Abstract
The following paper discusses several outlined additions and changes to the current Substance Abuse Program in Danville. The changes outlined in this paper are community based and focus on prevention and the problems, which underlie drug use.
From the Paper
?As a response to the growing drug crisis, more than half of the states require local school districts to implement comprehensive substance abuse programs. Many states have established councils to coordinate community and school prevention and educational efforts. According to the National Institute for Drug Abuse, in some states, preservice training in drug and alcohol abuse prevention is a prerequisite for teacher certification. As each district assesses its own particular substance abuse problem, responses range from strict punitive measures to strengthening personal coping skills and careful reworking of structures that may be leading students to drug dependency (Klauke, 1988).?
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School Funding, 2005.
A look at how taxes are used to fund public schools.
1,125 words (approx. 4.5 pages), 3 sources, APA, $ 39.95
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Abstract
This paper looks at how schools are funded by taxes. It looks at the distribution of federal, state, local and district taxes and how they affect quality in education.
From the Paper
"Although the United States Constitution does not make any federal provisions for public education, every state's constitution guarantees some level of free public schooling for its citizens. Each state governs its own public education system and determines how it will be financed. The federal government, state governments, school districts and schools all have some decision-making role in how the money is spent with substantial variation from one school district to another. The percentage of school funding collected from different tax sources differs considerably from state to state and traditionally..."
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Is Public Education in America Funded Fairly?, 2005.
Addresses the reasons for funding inequities between school districts and within school districts, as well as ways in which New Jersey and other schools are attempting to meet funding needs.
884 words (approx. 3.5 pages), 5 sources, APA, $ 31.95
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Abstract
As a result of inadequate and disproportionate funding policies, students in American public schools are faced with inequitable access to education. This paper details the inequities that plague American education funding. It first specifies ways in which funding distribution discriminates against the poor and minorities. It also addresses the importance of money in improving schools and what is being done at the state and local levels to improve funding issues.
From the Paper
"The question that then arises is how important money is to improving public education for all students. In an interview with Scherer (1992), Jonathan Kozol, author of Savage Inequalities, says that when people doubt his theory that school problems can be solved with money, he is surprised, "as though it's bizarre to suggest that money would be the solution to poverty" (p. 9). Instead of using property tax to fund education, Kozol suggests that schools should be funded from a common pool of income tax that is graduated and progressive, and this money should be distributed evenly among all students."
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Rich School, Poor School, 2002.
A look at the ?Robin Hood? revenue-sharing law used to fund education in Texas.
1,382 words (approx. 5.5 pages), 6 sources, MLA, $ 46.95
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Abstract
This paper examines the history of school funding in the state of Texas and the attempts to fund equitable educational opportunities for all Texas children. In particular, it discusses the the ?Robin Hood? revenue-sharing law, which was signed into effect in 1993 and literally siphons funds from wealthy school districts and diverts them to poorer schools. It analyzes how the plan has been anathema to many, since it was signed into law by Ann Richards, the state's last Democratic governor, and evaluates its advantages and disadvantages.
From the Paper
"The Texas Supreme Court agreed with the plaintiffs and stated that an efficient system must provide "substantially equal access to similar revenues per pupil at similar levels of tax effort." (Hughes, 2002) Basically, this means that a poor district should be able to operate on the same revenue per pupil from a one-cent tax increase as any other district would from the same one-cent increase. So the Robin Hood plan was implemented in 1993 as a temporary measure to provide funds until a more permanent solution could be devised. The plan was never intended to be permanent, none the less, poorer schools have become accustom to the higher funding levels, and they are hesitant to consider a new plan which would mean a possible decline in income."
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Small Classes, Small Schools, 2005.
Argues that classrooms and schools should be small if they are to be places where students' personal and learning needs are met.
2,359 words (approx. 9.4 pages), 11 sources, APA, $ 72.95
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Abstract
For many years, educators have debated the effects of class size and school size on student learning. The class size debate centers on the number of students a teacher can work with effectively in any given class period. The school size issue focuses on whether smaller schools encourage optimal student learning and development and how small a "small school" must be to produce such effects. By looking at articles and texts on the subject, this paper examines why issues of class and school size have gained prominence in recent years. It looks at what the research says and finally shows what the author's experience has led him to believe about the impact of class and school size on teaching and learning.
From the Paper
"When I began teaching in the early 1970s, teachers generally accepted the notion that some students had an exceptional aptitude for learning and others did not. At that time, my colleagues and I believed that as long as one-fourth of the students in a class performed exceptionally well and another half of the class did reasonably well, we were fulfilling our responsibilities as educators-even if one-fourth of the students in a class failed to learn at an acceptable level. We had been taught that the normal distribution of scores (the "bell curve") was what teachers should aim for and what we should accept as reasonable evidence of accomplishment. In the ensuing years, cognitive scientists, neurological biologists, and educators determined that all students have the capacity to learn. This new, convincing research means that no student should be left behind in the learning process."
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Funding Special Education, 2002.
A discussion of how school districts are attempting to fund their special education programs.
1,788 words (approx. 7.2 pages), 10 sources, MLA, $ 57.95
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Abstract
This paper reviews literature on how school districts are trying to finance their special education programs and facilities. It examines how the literature indicates that, in general, districts obtaining monies from diverse funding sources, attempt to use diverse funding formulas and have become more creative and more energetic in attempting to raise local/community level funds. It also looks at how they re-organize and improve current fund management and engage in socio-political and advocacy activities. It also discusses how more money does not necessarily guarantee improved ability to teach students and improved student learning and uses a value-added student achievement model to determine this.
From the Paper
"One way in which the country's school districts are funding special education programs and facilities is that they are using a variety of funding sources. According to the Center for Special Education Finance (CSEF, 1999), most school districts obtain funds for special education from state, local and federal sources. In this regard, the CSEF reports that, on average, about 56 percent of special education funding comes from state moneys. An additional 36 percent of funding comes from local sources while the remaining 8 percent comes from the federal government."
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California?s Educational Funding, 2004.
Determines whether the State of California's public school funds are equitably distributed.
2,815 words (approx. 11.3 pages), 5 sources, MLA, $ 83.95
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Abstract
When attempting to determine whether the method and amount of public fund distribution is equitable within any school system, several factors are always considered. This paper examines the case of California, which boasts more than 1,000 individual school districts, 8,000 schools, and over six million students. The paper discusses the opinion of many who assert than, in ex-ante analysis, the state?s school finance system demonstrates sufficient levels of equitability and then looks at the views of many who do not agree. The paper concludes that the current method of funds allocation for K-12 schools is completely inadequate.
From the Paper
"Regardless of the discussion of just how the funds should be allocated to the schools in California, there also remains the issue of whether the current level of funding available to the schools is adequate in the first place. After all, it matters little how many ?student points? each school receives if the actual funds necessary to successfully run that school are simply not available. Unfortunately, again, the current state of events is just that. After all, one of the key components of the Governor?s final ?budget solution? was the decision to cut school spending in the state by a full $2 billion dollars (EdSource, 2004).? Of course, it is obvious, given the woeful state of many California schools, that cutting even more funding from their programs could hardly be beneficial."
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School Program Improvement Plan Analysis, 2006.
An analysis of the aims and implementation strategies for a school program improvement plan, focusing on Minnesota School District # 279.
1,052 words (approx. 4.2 pages), 3 sources, APA, $ 36.95
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Abstract
This paper analyzes the program improvement plan guide of Minnesota School District # 279. It presents the general aims of a school improvement plan and the areas in which the program aims to support the schools. The paper then looks at how a program could be implemented into a school. Finally, the paper focuses on Minnesota School District # 279 and how the program could be implemented there.
Table of Contents:
School Program Improvement Plan
How is it Undertaken?
The Program Improvement Plan Process Guide of District 279
From the Paper
"The process of improving a school program is a continuous one, it evolves as needs arise. Therefore, implementation and conceptualization is not easy. It needs to be constantly assessed and tested if the program still works according to the demand of the time. The plan to improve the school program is undertaken by a committee or team through the following key steps: a.) Select a reform model, by first assessing the needs of the school so you can decide on which models to adopt, building a knowledge base, becoming familiar with school reform models, determining evidence of effectiveness, making informed selection, and finalizing arrangements with model developer. b.) Design a comprehensive program by reallocating resources and developing action plan. c.) Implement the program by providing leadership, fostering positive relations between administrative staff and the community, looking for early successes, managing the plan, securing external support, checking for possible abrupt improvements. d.) Use evaluation for continuous school improvement by setting standards, promoting a climate for data-driven accountability, monitoring implementation, planning changes, evaluating outcomes, using multiple measures, informing stake holders and creating a user friendly data storage system."
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