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Binder's title. ; Mode of access: Internet. ; Lacks title page.

Public school districts nationwide are subject to increased performance expectations as financial resources have decreased and school budgets are stretched to their limits. Less financial support from the state government means that localities must fill the gaps in their respective budgets to avoid reductions in or elimination of public school programs, services, and personnel. Insufficient funding for public education concerns many stakeholders. Virginia is one of many states in which localities have established public school foundations as a means to obtain private funds to support a variety of purposes in their public school divisions. Research was conducted ten years ago regarding the characteristics of education foundations supporting Virginia's public school divisions. The purposes of this study were to determine whether or not there was an increase in the number of public school foundations in Virginia during the past decade and to identify the foundations' longevity, purposes, governance, staffing, finances, revenue sources, and fund utilization of public school foundations that support of local school divisions. The study used a descriptive mixed-methodology design in which both quantitative and qualitative data were collected. The mixed methods study gathered data sequentially in two phases. The first phase identified the existing public school foundations in Virginia, and the second phase collected state, local, district, and foundation data to describe the growth, purposes, governance, staffing, finances, revenue sources, and fund utilization of the public school foundations supporting K-12 public school divisions in Virginia. More than two-thirds of Virginia's public school divisions were found to be supported by public school foundations, which is a 42% increase from the findings of a similar study conducted one decade ago. Not surprisingly, the common purpose of these public school foundations are to partner with the community to support students through additional financial and social resources that support, enrich, or enhance their educational opportunities. The results of this research provide public school districts, foundations, and other interested parties with information on the operations of Virginia's public school foundations, which may aid in the establishment of new foundations or provide data and insights to improve or alter current foundation activities. ; Ed. D.

N.M. State doc. call no.: J87.N6 F401.32 P97. ; Supplements accompany some issues. ; Mode of access: Internet. ; Issued by the Superintendent of Public Instruction.

The purpose of this research study was to investigate the moral and legal issues around physically restraining students in Massachusetts public schools. As Massachusetts law is written, the use of restraints on a student should be the last possible resort. However, this thesis used data on restraint use from the Massachusetts Department of Education and a survey of school administrators to gain a better understanding of the 38,994 student restraints that were used in 2016-2017 school year. Findings of this study include that Hispanic and African-American students were more likely to attend schools that used restraints than those that did not. Also, students who were classified as high-needs, economically disadvantaged and disabled were more likely to attend schools that used restraints than schools that did not.

Mode of access: Internet. ; Prepared with the participation of the Advisory Committee on Public School Finance, 1967.

AbstractPublic school choice is a widely used tool for education reform and may be a way to improve school accountability and efficiency. This article examines what happened to student outcomes when Charlotte‐Mecklenburg Schools, a large and diverse urban school district located in North Carolina, changed its assignment policy to one of open enrollment with mandatory choice. The previous policy used a broad array of magnet schools and a limited amount of mandatory busing to achieve desegregation. The new policy required that all students choose a school, and it specifically avoided using race or ethnicity considerations in assigning students. The article examines the impacts of the new policy on the end‐of‐grade standardized tests in reading and math. The article uses regression analysis to discover whether the scores of various groups of students increased or decreased after the policy change. The analysis suggests that the "race‐neutral" assignment policy was neither neutral in the opportunity it provided students to attend their school of choice nor in its academic outcomes. Anglo students were more likely to receive their first choice of schools and to improve their scores. African American students were less likely to receive their first choice school and their scores declined.