The Farm to School Program: City of Decatur, Georgia, Public Schools

2010 ◽  
Vol 6 (5) ◽  
pp. 285-287
Author(s):  
Jodi Godfrey
2020 ◽  
Vol 15 (6) ◽  
pp. 794-808
Author(s):  
Marie Barnard ◽  
Georgianna Mann ◽  
Eleanor Green ◽  
Emma Tkachuck ◽  
Kathy Knight

1993 ◽  
Vol 15 (4) ◽  
pp. 396-409 ◽  
Author(s):  
Ellen B. Goldring ◽  
Rina Shapira

School choice advocates maintain that parents who choose their schools will be satisfied with those schools. This study examines the nature of the interrelationships between parents’ satisfaction with public schools of choice and (a) parents’ empowerment, (b) parental involvement, and (c) the congruence between what parents expected of the school when deciding to enroll their child and the actual school program. Findings from a study of school choice in Israel reveal that socioeconomic status is a major factor in understanding the relationships between parent satisfaction and choice.


Author(s):  
Andrea Bisceglia ◽  
Jennifer Hauver ◽  
David Berle ◽  
Jennifer Jo Thompson

Author(s):  
Jennifer O. Ahweyevu ◽  
Ngozi P. Chukwudebe ◽  
Brittany M. Buchanan ◽  
Jingjing Yin ◽  
Bishwa B. Adhikari ◽  
...  

ABSTRACT Objectives: To aid emergency response, Centers for Disease Control and Prevention (CDC) researchers monitor unplanned school closures (USCs) by conducting online systematic searches (OSS) to identify relevant publicly available reports. We examined the added utility of analyzing Twitter data to improve USC monitoring. Methods: Georgia public school data were obtained from the National Center for Education Statistics. We identified school and district Twitter accounts with 1 or more tweets ever posted (“active”), and their USC-related tweets in the 2015-16 and 2016-17 school years. CDC researchers provided OSS-identified USC reports. Descriptive statistics, univariate, and multivariable logistic regression were computed. Results: A majority (1,864/2,299) of Georgia public schools had, or were in a district with, active Twitter accounts in 2017. Among these schools, 638 were identified with USCs in 2015-16 (Twitter only, 222; OSS only, 2015; both, 201) and 981 in 2016-17 (Twitter only, 178; OSS only, 107; both, 696). The marginal benefit of adding Twitter as a data source was an increase in the number of schools identified with USCs by 53% (222/416) in 2015-16 and 22% (178/803) in 2016-17. Conclusions: Policy-makers may wish to consider the potential value of incorporating Twitter into existing USC monitoring systems.


2016 ◽  
Vol 47 (1) ◽  
pp. 58-78 ◽  
Author(s):  
Christine H. Roch ◽  
Jason Edwards

This article examines whether the racial context within local communities influences the assignment of disciplinary policies in public schools. First, we consider whether different policies may be assigned to similar target groups across varying racial contexts. Then, we consider whether the racial context moderates the transition from passive representation to active representation among bureaucrats. We draw from two theories of intergroup relations—group contact theory and group threat theory—to help explain the passive-to-active representation link. Using a sample of Georgia public schools, we find that schools rely more on more punitive disciplinary measures in school districts characterized by greater segregation and that this occurs especially among schools with sizable African American student populations. We also find that active representation appears to occur more often in segregated environments, perhaps because of the greater salience of race within these communities.


2014 ◽  
Vol 9 (3) ◽  
pp. 334-349 ◽  
Author(s):  
Cheryl A. Gibson ◽  
Susan P. Harvey ◽  
Kendra Spaeth ◽  
Debra K. Sullivan ◽  
Kate Lambourne ◽  
...  

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