Suchergebnisse

In line with social capital theory, citizen involvement in local education policy making should affect education performance. Specifically, because voting turnout and candidate competition in school district elections are accountability mechanisms and reflections of a district's social capital, these characteristics of school board elections should affect how schools perform. Using official Missouri election records and school district data, this article examines the effect of district social capital (i.e., voting turnout and candidate competition), demographics, and school resources on school performance (i.e., standardized test scores and graduation rates). Mixed support is found for social capital theory, with voting turnout significantly affecting standardized test scores, though not graduation rates, and candidate competition influencing graduation rates, though in an unexpected direction. This study expands our understanding of the factors affecting school performance and informs the discussion of education reform.En línea con la teoría del capital social, la participación de los ciudadanos en la hechura de las políticas de educación local debería afectar el rendimiento escolar. Específicamente, porque la participación en la votación y el grado de competencia entre candidatos en las elecciones en los distritos escolares son mecanismos de rendición de cuentas y un reflejo del capital social del distrito, estas características de las elecciones del consejo escolar deberían afectar el desempeño de las escuelas. Utilizando registros oficiales de las elecciones en Missouri e información de los distritos escolares, este artículo examina el efecto del capital social del distrito (i.e., participación en la votación y el grado de competencia entre candidatos), la demografía, y los recursos escolares en el rendimiento escolar (i.e., los resultados estandarizados de las pruebas y las tasas de graduación). Se encuentra un apoyo mixto para la teoría del capital social donde la participación en la votación afecta considerablemente los resultados estandarizados de las pruebas, aunque no a las tasas de graduación, y en una dirección inesperada, el grado de competencia entre candidatos influye a las tasas de graduación. Este articulo amplia nuestro entendimiento de los factores que afectan el rendimiento escolar y fortalece la discusión sobre la reforma educativa.

Syed Ali on the effects of school choice.

The school committee is one of the organizations that become partners in supporting school programs. The existence of a school committee is very important, especially in public schools. For state schools, the implementation of school programs requires a third party as a supporting system, especially in terms of funding. Even though state schools receive grants from the government, the implementation of school programs is not comparable when public schools are allowed to collect tuition fees from students' parents. Many school programs are not implemented. A school committee is needed that can support school programs. Therefore, the school committee needs to have good communication in its internal scope to support school programs. The purpose of this study was to analyze the school committee communication patterns in actualizing school programs in public high schools. This study used the descriptive qualitative method. The results showed that the star communication pattern was the most widely used by the school committee in discussing school programs that would be supported by the school committee. The form of communication that is carried out is mostly using WhatsApp media to interact. Communication barriers in realizing school programs are limited funds, still lack care for parents, and parents' mindsets. It can be concluded that all communication patterns can be used by the school committee depending on the situation and conditions. This study recommends the same research on the communication patterns of school committees other than in public schools.

The idea of this study has been emerged from the importance of school press in
enriching and enhancing the educational press, and it also contributes in detecting
talents early. The researcher has conducted this study on a random sample of 360
students from intermediate school in Kuwait. The results have revealed that the
majority of students in Kuwaiti schools participate in school press as the get the
required encouragement from their parents to write in school press, the students
also ensured that these activities do not affect their study level negatively. The
results indicate that the course newspaper is the most popular activity, in which
most students always participate, and the rest of students sometimes do. Also,
this study has shown that; there is a significant correlation between students'
participation rate in the activity of school press and their interest to read public
newspapers and magazines, and that elder students have more interest to
participate in school press, so, Students' participation rate in the activity of school
press varies significantly depending on the gender and grade

Across America, waves of violence within the school system have shocked and horrified Americansociety. A generation of young people whose main focus should have been on hanging out with friends,getting homework done, not being late to class, going to the mall, or who their date to the prom was tobe, instead, are engaged in a sometimes life and death struggle to survive the school day. The tragedyof Columbine High School, where two high school-aged gunmen took the lives of 13 students andteachers and wounded 23 others (Klein and Chancer 2000), while never to be forgotten, should noteclipse the smaller outbreaks of violence that happen in America's schools on a daily basis.

Abstract
Educational leaders are faced with the difficult task of providing optimal services to all students. Among their many challenges is to choose between a variety of professionals whose mission is to improve outcomes by addressing largely nonacademic risk factors that affect students' ability to benefit from their educational experiences. Specialized instructional support personnel are often hired to help remove barriers to learning and improve student outcomes; however, certification requirements for these professionals vary by discipline and state. The purpose of this article is to replicate Altshuler and Webb's analysis of certification requirements for school social workers, school psychologists, and school counselors. To do so, the authors adopted a comparative case study approach to collect, identify, compare, and contrast extant documents related to state certification, including degree, education-specific coursework, practicum/internship experiences, and examination requirements. Results indicate that although school social work certification has become more rigorous, its requirements remain more varied across all categories reviewed compared with those for school psychologists and school counselors. The article concludes with recommendations for practice, policy, and research.