scholarly journals What Student Positions can be Created on the LBUSD BOE to Increase the Effectiveness of Student Representation?

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Emily Hardesty
Keyword(s):  
School Districts ◽  
Student Voice ◽  
Student Participation ◽  
Advisory Council ◽  
Decision Making Process ◽  
Board Of Education ◽  
Long Beach ◽  
Representation Structure ◽  
Many Core ◽  
Member Involvement

The Long Beach Unified School District Board of Education and superintendent make efforts to have student representation in the decision making process. However, there are many shortcomings in the student representation structure of the LBUSD BOE. The systems set in place do not encourage consistent and active student participation, and evaluations of recent student board member involvement show minimal to no participation. By comparing LBUSD to other CORE school districts, there are clear differences in the way students are represented on the BOE. Notably, many CORE school districts elect student BOE members and include a Student Advisory Council to advise the Board. Other CORE school districts have experienced valuable student participation with their models. LBUSD can draw from other CORE school districts to create a system of student representation on the BOE that fosters student involvement and values student voice.

School Desegregation and Resegregation in the Upper South: An Introduction and Overview

2021 ◽  
pp. 000276422110332
Author(s):  
Toby L. Parcel ◽  
Roslyn A. Mickelson
Keyword(s):  
School Districts ◽  
School Choice ◽  
School Desegregation ◽  
Board Of Education ◽  
The Social ◽  
Political Forces ◽  
Similarities And Differences ◽  
Upper South ◽  
Opinion Polls

Despite strong progress toward school desegregation in the late 20th century, many locations in the Upper South have recently experienced school resegregation. The articles in this issue investigate similarities and differences across this region in attitudes underlying these developments. Individual papers treat factors including resident location within and across school districts, as well as the role of school choice. Papers also advocate for combining the results of case studies and opinion polls in elucidating these dynamics. The issue concludes with a look forward regarding the social and political forces that will contribute to whether or not the Supreme Court’s mandate, based on Brown v. Board of Education, will be realized by its 100th anniversary in 2054.

Condom Availability for Youth: A High-risk Alternative

PEDIATRICS ◽  
1996 ◽  
Vol 97 (2) ◽  
pp. 285-285
Author(s):  
ZELIG FRIEDMAN ◽  
LILIANA TRIVELLI
Keyword(s):  
New York ◽  
New York City ◽  
New York State ◽  
Educational Material ◽  
Ninth Graders ◽  
Advisory Council ◽  
Board Of Education ◽  
State Regulations ◽  
York State ◽  
Condom Availability

New York State Regulations require that "any written or oral instruction relating to condoms must fully and clearly disclose the various risks and consequences of condom failure." The New York City HIV/AIDS Advisory Council to the Board of Education, of which we are members, must see that the educational material complies with this regulation. This means that students learn a lot more than "condoms are not 100% safe." Ninth graders and up learn over 20 precautions to take, including the 13 steps involved in proper condom use.

Under the Law: Segregation and secession

2019 ◽  
Vol 100 (5) ◽  
pp. 74-75 ◽  
Author(s):  
Julie Underwood
Keyword(s):  
School Districts ◽  
Cultural Landscape ◽  
Board Of Education ◽  
School Segregation ◽  
Racial Isolation ◽  
Predominately White ◽  
Diverse Student ◽  
The Face ◽  
The Law ◽  
Student Bodies

Although Brown v. Board of Education was supposed to end the practice of school segregation, the current legal and cultural landscape makes it difficult for schools to remain diverse in the face of continued and growing racial isolation of U.S. neighborhoods. In fact, some predominately White communities are creating their own school districts, intentionally separating themselves from districts with more diverse student bodies. Julie Underwood explains where the law stands today and discusses the secession movement in Gardendale, Ala.

The Toronto Board of Education's Benchmarks in Mathematics

1992 ◽  
Vol 39 (6) ◽  
pp. 51-55
Author(s):  
John L. Clark
Keyword(s):  
Elementary Schools ◽  
School Districts ◽  
Secondary Schools ◽  
Board Of Education ◽  
Achievement In Mathematics

Today, most school districts are increasingly being held accountable for the quality of their programs. The Toronto Board of Education, which has 114 elementary schools with approximately 41,000 students and 39 secondary schools with approximately 30,000 students, is no exception. In May 1987, the board mandated the development of s tandards for students' achievement in mathematics and language at the end of grades 3, 6, 8, and 10. Until this time no systemwide testing or standards had existed. Guidelines had been established for evaluating students and reporting to parents, but schools and teachers were left to work out their own procedures.

Spatial Distribution of Bargaining Power: Binding Arbitration in Connecticut School Districts

1983 ◽  
Vol 1 (4) ◽  
pp. 429-446 ◽  
Author(s):  
M Finch ◽  
T W Nagel
Keyword(s):  
Spatial Distribution ◽  
School Districts ◽  
Bargaining Power ◽  
Local Level ◽  
Negotiation Process ◽  
Early Years ◽  
Initial Increase ◽  
Board Of Education ◽  
Teacher Union ◽  
Contract Renewal

Traditionally, negotiations in Connecticut concerning teacher contract renewal are conducted at the local level between members of the district board of education and members of the district teacher union. However, with the adoption in Connecticut of ‘issue last offer’ binding arbitration, there has been an acceleration in the use of professional bargaining representatives, including attorneys and Statewide union agents. The proliferation of professional representatives, together with the introduction of professional arbitrators, helps explain many of the phenomena associated with the early years of this new procedure: namely, an initial increase in the proportion of school districts going to arbitration rather than settling during an earlier negotiation phase; an upsurge in the standardization of collective agreements at the expense of innovation and situational responsiveness; and, more important, a loss in the local ‘flavor’ of the negotiation process. This paper will critically examine the implications of these trends both for the political nature of educational dispute resolution in Connecticut and for the spatial distribution of bargaining power.

“We Are the Ones in the Classrooms—Ask Us!” Student Voice in Teacher Evaluations

2012 ◽  
Vol 82 (1) ◽  
pp. 153-162 ◽  
Keyword(s):  
Teacher Evaluation ◽  
Education Policy ◽  
Student Voice ◽  
Teacher Evaluations ◽  
Student Feedback ◽  
Advisory Council ◽  
Classroom Teaching ◽  
Policy And Practice ◽  
National Debate

In the heated national debate over teacher evaluation, the voices of students—those most affected by education policy and practice—are rarely included. In this article, youth from the Boston Student Advisory Council speak back to this trend, recounting their successful campaign to include student feedback in teacher evaluations in Boston and across Massachusetts. They argue for the importance of including students in evaluation reform and demonstrate practical methods for students, teachers, parents, and administrators to work together to support and improve classroom teaching.

Determining Responsiveness to School Counseling Interventions Using Behavioral Observations

2011 ◽  
Vol 14 (3) ◽  
pp. 2156759X1101400
Author(s):  
Diana H. Gruman ◽  
Brian Hoelzen
Keyword(s):  
Decision Making ◽  
School Districts ◽  
School Counseling ◽  
School Counselors ◽  
Decision Making Process ◽  
School Behavior ◽  
Behavioral Deficits ◽  
Counseling Practice ◽  
Behavioral Observations ◽  
Counseling Interventions

School districts are in the process of adopting the Response to Intervention (RTI) approach to identify and remediate academic and behavioral deficits. As an integral member of the school behavior team, school counselors must use data on individual interventions to contribute to the data-based decision making process in RTI. This article presents a method and rationale to use behavioral observations to determine the efficacy of focused responsive services. It includes implications for school counseling practice.

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