Limitations upon legitimate authority to suspend and expel K–12 public school students: A moral analysis

2011 ◽  
Vol 9 (3) ◽  
pp. 265-281 ◽  
Author(s):  
Robert F. Ladenson
Keyword(s):  
Public Schools ◽  
Public Education ◽  
Legitimate Authority ◽  
Alternative Instruction ◽  
School Students ◽  
Suitable Alternative ◽  
Public School Students ◽  
School Rules ◽  
K 12 ◽  
To Receive

This article presents a moral analysis of the limitations upon legitimate authority to suspend and expel students in K–12 public schools, and it brings this analysis to bear on a pair of difficult disciplinary cases. The analysis is grounded in a defense of a child’s right to receive a public education. It identifies the minimum content of that right and the procedural and substantive entailments of that content. It argues that, even in the case of very serious violations of school rules, students do not forfeit their right to a public education; expulsion must be treated as a remedy of last resort, and students who are expelled are entitled to suitable alternative instruction.

Trends and Issues of Virtual K–12 Schools

2011 ◽  
pp. 2141-2145
Author(s):  
Belinda Davis Lazarus
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Online Instruction ◽  
Online Courses ◽  
Online Course ◽  
School Students ◽  
Course Content ◽  
Public School Students ◽  
K 12

Increasingly, K-12 schools are delivering instruction via Internet courses that allow students to access course content and complete assignments from home. Although a decade ago, online courses for public school students were not available, a growing number of countries have discovered that online instruction offers schools the opportunity to provide a wider variety of courses and experiences for students with a variety of skills and abilities. In fact, the Governor of Michigan just signed legislation that will require all high school students to take at least one online course prior to graduation (Carnevale, 2006; Moser, 2006). Educators have learned to adapt courses for online instruction and several universities are partnering with public schools to share expertise in the virtual education arena.

scholarly journals A tuberculose na cidade do Rio de Janeiro e o teste da vacina BCG em escolares de escolas públicas (1933-1935)

2017 ◽  
Vol 1 (1) ◽  
pp. 65
Author(s):  
Mariza Da Gama Leite de Oliveira
Keyword(s):  
Public Education ◽  
Social History ◽  
Rio De Janeiro ◽  
Bcg Vaccine ◽  
School Students ◽  
Public School Students ◽  
Theoretical Contribution ◽  
Keywords Tuberculosis ◽  
History Of ◽  
The City

O artigo destaca os maiores desafios da Instrução Pública Primária na cidade do Rio de Janeiro no início do século XX quando era capital federal. Nesse período emergiram debates envolvendo médicos e profissionais de diversas áreas da sociedade em torno de questões educacionais e sanitárias. As principais fontes utilizadas são a revista A Escola Primária e o relatório do médico Alvimar de Carvalho sobre o teste da vacina BCG, ambos do acervo da Biblioteca Nacional. Como aporte teórico, utilizam-se as possibilidades abertas pela nova história política (RÉMOND, 2003) e o auxílio da observação microscópica (GINZBURG, 1990), o que permite restaurar personagens e processos através dos indícios deixados pelos sujeitos históricos. As descobertas realizadas pelo estudo empreendido traduzem a importância do uso de fontes e de métodos variados no resgate da história das instituições escolares e sua intercessão com a história política e social.Tuberculosis in the city of Rio de Janeiro and the BCG vaccine test in public school students (1933-1935). The article highlights the major challenges of Primary Public Education in the city of Rio de Janeiro in the early 20th century, when it was the federal capital. In this period, debates involving physicians and professionals from various areas of society emerged around educational and health issues. The main sources used are: the magazine A Escola Primária and the report of the doctor Alvimar de Carvalho on the BCG vaccine test, both from the collection of the National Library. As a theoretical contribution, the possibilities opened by the new political history (RÉMOND, 2003) and the aid of microscopic observation (GINZBURG, 1990) are used to restore characters and processes through the clues left by historical subjects. The findings of the study show the importance of the use of varied sources and methods in the rescue of the history of school institutions and their intercession with political and social history.  Keywords: Tuberculosis, Primary Public Education of Rio de Janeiro, Alvimar de Carvalho, Instituto Ferreira Vianna, "The Primary School" Magazine.

scholarly journals A Comparison of the Academic Achievement of Home School and Public School Students

2017 ◽  
Vol 7 (3) ◽  
pp. 01 ◽  
Author(s):  
Lyn Boulter
Keyword(s):  
Academic Achievement ◽  
Public Schools ◽  
Public School ◽  
Grade Level ◽  
School Effectiveness ◽  
Written Language ◽  
Home School ◽  
School Students ◽  
Public School Students ◽  
Significant Difference

<p>This study added to existing data on home school effectiveness by comparing the academic achievement of 66 home school students with 66 of their grade-level peers in traditional public schools. The two groups of students were matched on gender, race, and grade level and were administered the Woodcock-Johnson Psychoeducational Battery III. No significant difference in overall academic achievement was found between the groups.  Both home school and public school students had average or above average scores in reading, math, written language, and broad knowledge (science, social studies, and humanities).  The results further revealed a downward trend in math, reading and broad knowledge scores with increasing grade level. This trend suggests that home school and public school students experience a “developmental mismatch” between the changes that occur in adolescence and their school/home experiences, resulting in lower motivation, confidence, and academic performance.</p>

Equitable Educational Opportunities in K-12 Schools: West African and U.S. Public Schools Compared

2020 ◽  
pp. 002205742096676
Author(s):  
Adekunle Lawal
Keyword(s):  
Public Schools ◽  
Public Education ◽  
The United States ◽  
West African ◽  
Educational Opportunities ◽  
Equal Access ◽  
Education For All ◽  
Education Policies ◽  
Elementary And Secondary Education ◽  
K 12

In an effort to promote public elementary and secondary education that meets world standards where all students have equal access to 21st-century public schools, some countries have adopted Education For All (EFA) policy. This article examines how three selected countries (the United States, Nigeria, and Gambia) are implementing the idea of giving all children the opportunity of equal access to public education. The article explores the historical trend of the concept and several education policies enacted in each country to make the program productive.

Making Broad Shoulders: Body-Building and Physical Culture in Chicago 1890–1920

2008 ◽  
Vol 48 (3) ◽  
pp. 341-370 ◽  
Author(s):  
David S. Churchill
Keyword(s):  
High School Students ◽  
Public Schools ◽  
Public School ◽  
School Board ◽  
Physical Culture ◽  
School Board Members ◽  
School Students ◽  
Student Body ◽  
Public School Students ◽  
Chicago Public School

In February 1899, the Committee of Physical Culture of the Chicago Public School Board approved an intensive “anthropometric” study of all children enrolled in the city's public schools. The study was a detailed attempt to measure the height, weight, strength, lung capacity, hearing, and general fitness of Chicago's student population. Through 1899 and 1900, thousands of Chicago's primary, grammar, and high school students had their bodies closely scrutinized, measured, weighed, tested, and, in a few cases, diagrammed. What the School Board members wanted to know was the “fitness” of the student body. Were Chicago public school students—many recently arrived immigrants from eastern and southern Europe—vital and vigorous children who could become energetic modern workers and citizens (Figure 1)?

Use of Inhalants among MIAMI's Public School Students, 1992

1996 ◽  
Vol 79 (3_suppl) ◽  
pp. 1155-1161 ◽  
Author(s):  
Barbara M. Yarnold
Keyword(s):  
Public Schools ◽  
Public School ◽  
Family Member ◽  
Probit Analysis ◽  
Alcohol Problem ◽  
Dade County ◽  
School Students ◽  
Public School Students ◽  
Factors Associated ◽  
Ready Access

This analysis examined inhalant use by 482 adolescents in Dade County, Florida public schools in 1992. Probit analysis indicated factors associated with increased probability of use included peers' use of inhalants, earlier grades (Grades 7 and 8), ready access, and a family member with a drug or alcohol problem. Adolescents were slightly more likely to use inhalants if they knew of the associated risks.

scholarly journals EDUCAÇÃO INTEGRAL: IMPASSES E PERSPECTIVAS DOS PROGRAMAS MAIS EDUCAÇÃO E CIDADESCOLA- PRESIDENTE PRUDENTE

2015 ◽  
Vol 12 (3) ◽  
pp. 106-122
Author(s):  
Augusta B. S. Oliveira Klebis ◽  
Osmarina Gomes Paiola ◽  
Samara Correia Lima
Keyword(s):  
Public Schools ◽  
Civil Society ◽  
Public School ◽  
Ministry Of Education ◽  
School Students ◽  
Right To Education ◽  
Public School Students ◽  
Integral Education ◽  
Current Context ◽  
Historical Trajectory

In the current context, government and civil society have been discussing commitments related to children ́s and youths ́right to education, expressed in the increasing ofthe daily length of permanencein public schools, beyond the six hoursa day. Thus, the main objective of this research is to bring to the debate the implications and challenges of the implementation of the IntegralEducation by municipalities. More specifically, it seeks: a) to discuss the concept of integral education through the view of several authors; b) to provide different experiences with integraleducation on the historical trajectory of Brazilian education; c) to reflect on the importance of integraleducation tothe development of subjectsin its various dimensions; d) to analyze the projectsfor integraleducation in the programs “Mais Educação”(linked to the Brazilian Ministry of Education) and “Cidadescola”(of the municipality of Presidente Prudente). To develop this study,the methodology chosen was the bibliographical research,with aqualitative approachto thetheoretical support of several authors, in addition to miningofficial documents on the programs analysed. We conclude that, although advances have been observed, it is still necessary to overcome many challenges to achieve the desired quality for an education that provides the human and social emancipation of public school students.

scholarly journals Religiosity and Prosocial Behavior on Student of Islamic and Public Schools at Banda Aceh, Indonesia

2021 ◽  
Vol 6 (1) ◽  
pp. 1-8
Author(s):  
Safrilsyah Safrilsyah ◽  
Mohd. Zailani Mohd. Yusoff ◽  
Mohamad Khairi Othman ◽  
Ibrahim Ibrahim
Keyword(s):  
Public Schools ◽  
Prosocial Behavior ◽  
Significant Positive Correlation ◽  
Female Students ◽  
Male Students ◽  
School Students ◽  
Cross Sectional ◽  
Public School Students ◽  
Significant Difference ◽  
Banda Aceh

This study aimed to examine religiosity's relationship with prosocial students' behavior in Aceh, Indonesia. This research was a quantitative survey using cross-sectional studies and data collected from selected individuals over a specific period. The researchers collected data from 649 students (299 male and 350 females) using a non-proportional stratified sampling. Data were collected using two questionnaires, (1) Islamic Religiosity by using SPPIM-R and (2) Prosocial Behavior by using PTM-R. The data were analyzed descriptively. The statistical analysis (hypothesis testing) was done using product-moment correlation assisted by SPSS/PC Ver.16.00. The result showed that there was a significant positive correlation between religiosity and prosocial behavior among students. The respective R-square was 0.494, and the result of the coefficient was 0.703. However, there was no significant difference in prosocial behavior among religious high school and public school students, although female students were more prosocial than male students.

scholarly journals A Metaregression Analysis of the Effects of School Racial and Ethnic Composition on K–12 Reading, Language Arts, and English Outcomes

2020 ◽  
pp. 233264922094226
Author(s):  
Roslyn Arlin Mickelson ◽  
Martha Cecilia Bottia ◽  
Savannah Larimore
Keyword(s):  
High School Students ◽  
Public Schools ◽  
Ethnic Composition ◽  
Composition Effect ◽  
Ethnic Inequality ◽  
School Students ◽  
Racial And Ethnic Differences ◽  
Racial Gaps ◽  
K 12 ◽  
Racial Ethnic

Racial and ethnic differences in educational outcomes significantly narrowed during the 1970s and 1980s when K–12 public schools were desegregated. However, when schools resegregated starting roughly in the late 1980s, racial gaps in outcomes widened again. Because of literacy’s pivotal role in learning, the authors investigate if segregation contributes to racial gaps in K–12 reading performance. Drawing upon structural vulnerability and cumulative advantage/disadvantage theories to frame this study, the authors conduct multilevel metaregression analyses of 131 effect sizes from 30 primary studies to investigate if school composition effects contribute to racial gaps in K–12 reading outcomes and if any effects vary in magnitude or direction for students from different racial/ethnic backgrounds or grade levels. The metaregression analyses control for the primary studies’ regression model characteristics and research designs. The results indicate a small, negative, statistically significant relationship between the percentage of a school’s disadvantaged minority enrollment and the mean reading achievement of the students who attend it. The negative association is stronger when segregation is measured by percentage Black and is stronger for high school students. These two findings suggest that the disadvantages of segregated education cumulate as more structurally vulnerable students transition from elementary to secondary school. Additional results suggest that a school’s racial composition effect is not the same as its socioeconomic status composition effect. The two organizational characteristics have distinct, albeit interrelated, influences on reading scores. Together the findings suggest that racially and ethnically segregated schooling both reflects and helps reproduce racial/ethnic inequality in literacy outcomes.

Rethinking Equality of Opportunity: Comment on Adam Swift’s How Not to be a Hypocrite

2004 ◽  
Vol 2 (2) ◽  
pp. 99-110 ◽  
Author(s):  
Elizabeth Anderson
Keyword(s):  
Academic Achievement ◽  
Public Schools ◽  
Private Schools ◽  
Private School ◽  
Equal Opportunity ◽  
Equality Of Opportunity ◽  
School Students ◽  
Selective Schools ◽  
K 12 ◽  
Equal Citizenship

Adam Swift objects to private schools on the grounds of equal opportunity and efficiency, and to both private and selective public schools on the grounds of solidarity and improving the academic achievement of less advantaged students. I argue that private schools are not inefficient, and that a meritocratic ideal of equality of opportunity in K-12 contexts is either inapplicable or undesirable. Swift’s objection that private school students unfairly ‘jump the queue’ is based on envy. Enforcing a queue by blocking extra parental investment in their children’s education would be inefficient and unjustly burden people who value education highly. Nor do the educational interests of the less advantaged always justify restrictions on selective schools. However, Swift’s solidarity objection against selective public schools is sound. I develop this objection in the context of ideals of democracy and equal citizenship.

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