VTechWorks Repository :: Browsing by Author "Alexander, M. David"

Browsing by Author "Alexander, M. David"

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Academic Speed Bumps: Time to Completion of the Dissertation
Pinson, Catherine Gaffney (Virginia Tech, 1998-08-20)
The purpose of this study was to determine factors impeding rapid completion of the dissertation. The population studied was 1990-95 graduates of the Department of Leadership and Policy Studies (formerly the Division of Administrative and Educational Services) of the College of Education at Virginia Tech. Two hundred ninety-four surveys were mailed. The total of potential eligible responses was 263. The total of returned, usable surveys was 192, for a return rate of 73 percent. There was one primary research question, with four sub-questions: Are there any student characteristics that can be used as flags for potential problems with completion of the dissertation? 1.Are there any personal characteristics associated with time to completion of the dissertation? 2.Are there any student situational conditions associated with time to completion of the dissertation? 3.Are there any research capabilities associated with time to completion of the dissertation? 4.Are there any aspects of committee dynamics associated with time to completion of the dissertation? Two statistical procedures were followed: linear regression analysis to determine predictors of time to completion of the dissertation, and Chi-square analysis of the independent variables against speed of completion to determine which variables are most closely associated with relative time on the dissertation. Regression analysis showed four significant predictors of time to complete the dissertation: how dissertation writing time was scheduled, computer skills at the beginning of the dissertation, perceived difficulties caused by job demands, and changes in advisor or committee membership. These predictors had a total r2 of 189. Chi-square analysis showed that the following variables were significantly associated with time to completion of the dissertation: perceived difficulties caused by lack of access to resources; whether the subject changed full-time employment or took a new full-time position; whether the subject was a member of the Counselor Education Program; emotional support from the subject's employer; perceived difficulties caused by job demands; whether subjects were on-campus or off-campus, and relative distance from resources; how writing of the dissertation was scheduled; and whether the subject was employed full-time during the dissertation.
"An achievable dream": a program for at risk elementary school students in Newport News, Virginia
Maida, Vikki Y. (Virginia Tech, 1993-05-05)
The purpose of this study was to determine the effectiveness of "An Achievable Dream" (AAD), a program developed for at risk elementary students in Newport News, Virginia, in improving academic achievenlent, self concept, and school attendance. One hundred rising fourth grade students were identified in 1992 to participate in the pilot year of this program. Eighty-four students completed the entire year and were included in this study. A review of effective programs currently operating throughout the country examined other programs with similar goals. A case study detailed the history of the program, the adaptations made since the program's inception, and a summary of baseline data on the students. A program evaluation validated the structure of AAD, assessed the impact of AAD as it related to achieving the stated goals, and served as the foundation for a decision model for program continuation. Data was obtained through individual interviews, a review of written program materials, attendance records, and from individual student scores on the Iowa Test of Basic Skills (ITBS) reading comprehension subtest, the Degrees of Reading Power (DRP), and the Piers-Harris Children's Self Concept Scale (PHCSCS). All AAD program components were validated except student selection procedures. Many students were selected for inclusion into the program who did not fit the criteria for selection. Results of the evaluation showed little change in school attendance patterns and a decline in reading achievement percentile scores on both the ITBS and the DRP. Scores on the PHCSCS indicated that the majority of the students had an average to above average self concept. The decision model for program continuation included recommendations for consideration in program continuation.
The acquisition of revenue from fund raising activities in North Carolina public high schools
Phillips, Tony (Virginia Polytechnic Institute and State University, 1988)
The purpose of this study was to examine and describe practices and procedures pertaining to the acquisition of revenue from fundraising activities in North Carolina public high schools. The review of literature examined the general state statutes, local board of education policies, significant court decisions, and recent research findings regarding fundraising activities. A survey questionnaire was developed and field tested through a pilot study sample. The study population included 275 North Carolina public high schools having a 9-12 or 10-12 grade-level organizational pattern. Principals returned 213 ( 78%) of the 275 questionnaires. Data collected from the questionnaires were analyzed, summarized, and compared according to the type of administrative unit, pupil enrollment, and per pupil expenditure of the responding schools. Data were presented in narrative form, and tables were developed to array the raw data. Major findings of the study were: 1. In compliance with state statutes, a majority of North Carolina school districts and public high schools have adopted various regulations which monitor fund raising activities and revenue acquired from these activities. 2. Ninety-nine percent of all public high schools in North Carolina conduct fundraising activities. A large amount of revenue is acquired by these schools from the sales of candy, school pictures, magazines, and numerous other products as well as from admission charges to a variety of school sponsored events. 3. A majority of students in North Carolina public high schools participate in fundraising activities. 4. Public high school principals in North Carolina consider fundraising activities most important in order to finance current extracurricular student activity programs. 5. The local school principal has the primary responsibility for planning, managing, and monitoring the acquisition of revenue from fundraising activities regardless of the type of administrative unit (location), pupil enrollment (size), and the per pupil expenditure of the school. Conclusions and recommendations based on the findings of the study were developed.
The adult degree completion program among three selected historically black colleges and universities in the United States
Jones, Hester B. (Virginia Tech, 1997-04-01)
The purpose of this study was to determine the perceived professional and self-developmental impact of a nontraditional baccalaureate degree program. Data were collected through self-reports of graduates from three predominantly black colleges in the United States. Surveys were mailed to a total of 272 May, 1991 through May, 1994 graduates in Organizational Management from Edward Waters College, Jacksonville, Florida; Saint Paul's College, Lawrenceville, Virginia; and Wilberforce University, Wilberforce, Ohio. Data analyses were based on the total number of 170 returns. The data analyses included frequencies, means, percentages, and cross-tabs for demographics, and also information on enrollment, current employment, graduate school, and assessment of program experiences. Chi-square tests were performed to show the relationships between participants' responses to inquiries by race and gender. The findings of this study revealed that in addition to meeting the needs of students to help them obtain their degrees, the contract Adult Degree Completion Program has been instrumental in helping students to achieve their goals for improving their professional and personal life situations. Overall, it was found that the program presented a major challenge to all students, but the significant findings of the research indicated that some students enjoyed a higher degree of success in their experiences with the program than others. This research suggested that blacks were more apt to change careers upon program completion than other groups; black females were the primary beneficiaries of the portfolio project, and males received a greater level of monetary support from employers than their female counterparts.
An analysis and comparison of court holdings dealing with tort liability for injuries sustained in public school and higher education programs of physical education, athletics and intramural sports from 1977-1987
McFadden, Owen M. (Virginia Polytechnic Institute and State University, 1989)
Physical education programs, athletic programs and intramural sports programs are a vital part of the American educational system. However, since the mid-sixties, there has been an increase in sports injury litigation against the teachers and coaches who direct and supervise these programs. The purpose of this study was twofold. First, the study was to report the legal liability of elementary, secondary and higher education physical educators, athletic coaches and intramural sports directors from 1977-1987. In addition this study compared the holdings of the court cases from 1977-1987 to the holdings of the court cases found in five unpublished manuscripts. From 1977 to 1987 there were 92 elementary and secondary lawsuits and 19 college lawsuits involving these professionals, including their supervisors. There were 41 cases involving liability against the boards of education and boards of trustees. The groups were found not liable in 23 of the cases. The primary reason for not being liable was their protection from suit because of the doctrine of governmental immunity. However, in states where the doctrine of governmental immunity did not exist boards of education and boards of trustees were found liable for improper supervision, lack of proper medical assistance and creating a dangerous situation or hazard. Sixteen cases were reported against school employees. In 10 of the cases the court rulings were held against these employees. The reasons included: improper supervision, failure to follow state athletic association rules and improper instruction. Cases held in favor of the school employees resulted when: employees were acting within the scope of their employment, the employees were providing adequate supervision and instruction and the students purposely disregarded safety rules. The results of this study, when compared to five previous studies, indicated that even though the number of cases reported were similar the present study showed an increase in the number of decisions favoring the plaintiff at the elementary and secondary level. Also, the present study revealed an increase of 250% in the number of lawsuits reported at the college level and a 23% increase in the number of cases favoring the plaintiff.
Analysis of costs incurred in compliance with selected federal legislation at a major research university
Cavalier, D. Anne (Virginia Tech, 1979-11-05)
There have been few studies concerned with the analysis of costs incurred in compliance activities associated with federally mandated social legislation at institutions of higher education, and those that have been conducted included recommendations for more intense cost analysis concentrating on particular programs. The major purpose of this study, therefore, was to add to the literature on the institutional costs incurred in compliance with federally mandated Affirmative Action/Equal Employment Opportunity legislation.
An Analysis of Cyberbullying Policies In Virginia Public School Districts
Poole, G. Wesley (Virginia Tech, 2010-11-30)
The study examines the acceptable computer system use policies of each of the public school districts in the Commonwealth of Virginia, as well as the Virginia School Boards Association and the National School Boards Association policies as they relate to cyberbullying. Public middle school and public secondary school administrators across the Commonwealth were surveyed to determine to what extent cyberbullying is an issue in their schools, and to determine their views of their districts' current policies and procedures as they relate to cyberbullying. The study addresses the legal framework, based upon case law and statutory law that school districts must work within to balance students' free speech rights without abandoning the need to provide a safe and controlled learning environment. The study examines five arenas of students' First Amendment rights as they relate to cyberbullying with particular attention paid to Internet Service Provider liability, including: 1) form of the speech, political or obscene, 2) school-sponsored speech, 3) severity of the disruption caused by the incident, 4) site(s) of the incident, and 5) if the incident rises to the level of a true threat. The study evaluates existing school district policies in addition to public school administrators' perceptions relative to related statutory and case law in order to formulate a model policy that is legally defensible and would be appropriate for adoption by Virginia public school districts.
An analysis of employing adjusted gross income measures as a proxy for fiscal capacity in the local composite index for selected Virginia school divisions
Epperly, Ronald Boyd (Virginia Tech, 1997-04-05)
Fiscal capacity is some type of quantifiable measure of economic resources existing within a political subdivision, jurisdiction, or governmental unit which may be utilized to support a wide array of public functions. Measures commonly used throughout the United States as indicators of economic capacity are tax bases and personal income. The most commonly used measure for fiscal capacity is equalized assessed value of property within the governmental units in question. Once the fiscal capacity is determined, relative capacity among governmental units may be calculated by dividing the aggregated capacity measure by total population or total pupils. The equalization of educational opportunity is dependent partially upon accurately measuring a locality's ability to pay taxes. Prior to the 1971 establishment of the Standards of Quality in Virginia, the public school funding formula relied exclusively on equalized (true) valuation per pupil to measure the fiscal capacities of the several school divisions. Unfortunately, by employing only true valuation per pupil as the sale measure of fiscal capacity approximately fifty percent of the ability to pay was ignored. As a consequence, the Commonwealth developed and implemented a index of fiscal capacity composed of several measures of fiscal capacity.
An analysis of existing attendance policies and their relationship to secondary school student attendance rates in the Newport News (Virginia) public schools (1977-1978)
LoFrese, James J. (Virginia Tech, 1978-09-15)
The purpose of this investigation was to determine the extant relationship between formal statements of attendance policy, as implemented by each school administrator. and the associated student absentee rates. Four high schools in Newport News, Virginia, each which used somewhat differing attendance policies were examined. The school which used an alternative attendance policy was compared to each of the other three schools. each of which used a variation of a traditional attendance policy. In addition, failure and dropout rates were examined to determine the relationship among the school attendance policies and these variables. A comprehensive review of the related literature revealed numerous variables which affected student attendance rates. In order to determine the comparability of the schools, it was necessary to descriptively examine and statistically test by school, selected relationships among the following variables: family income level, parental educational attainment level, the age, sex, teaching experience and educational qualifications of each school's faculty, and the sex composition and the SRA scores in reading, language arts, mathematics, social studies, science and use of sources of each school's student body. In general terms, it can be concluded that the school which used the alternative attendance policy differed in significant respects from the other three schools among many, though not all, of the dimensions measured. Due to these differences, it was not possible to single out the attendance policy specifically as the most important variable associated with actual attendance rates. It may be concluded, however, that given the demographic and educational characteristics generally associated with favorable (low) absentee rates as those present in the other schools and given the data presented in this study, the alternative attendance policy may well have been causing favorable effects, that is as a descriptive observation, the school which used the alternative attendance policy had, for reasons inexplicable save for the policy, lower than expected student absentee rates. It also may be concluded from the findings that perhaps, the use of the alternative attendance policy decreased the failure rates because more students attended more classes each day. Finally, the used alternative attendance policy did not influence the dropout rate among schools.
An Analysis of Random Student Drug Testing Policies and Patterns of Practice In Virginia Public Schools
Lineburg, Mark Young (Virginia Tech, 2005-02-11)
There were two purposes to this study. First, the study was designed to determine which Virginia public school districts have articulated policies that govern random drug testing of students and if school districts' policies aligned with U.S. Supreme Court standards and Virginia statutes. The second purpose was to ascertain the patterns of practice in selected Virginia school districts that currently conduct random drug testing of students. This included identifying which student groups were being tested and for which drugs. It was also of interest to learn how school districts monitor the testing program and if drug testing practices were aligned with the policies that govern them. Data were gathered by examining student handbooks and district policies in order to determine which school districts had drug testing policies. These policies then were analyzed using a legal framework constructed from U.S. Supreme Court standards that have emerged from case law governing search and seizure in schools. Finally, data on patterns of practice were collected through in-depth interviewing and observation of those individuals responsible for implementing student drug testing in those districts that have such programs. The analyses revealed that the current policies and patterns of practice in random drug testing programs in Virginia public schools comply with Supreme Court standards and state statutes. Student groups subject to testing in Virginia public schools include student athletes and students in extracurricular activities in grades eight through twelve. Monitoring systems in the school districts implementing random drug testing were not consistent. There is evidence that the school districts implementing random drug testing programs have strong community support for the program.
Analysis of school board policies relating to the Establishment Clause
Perry, Charlie Jeff (Virginia Tech, 1994)
The purpose of this study was to analyze the current school board policies within the Commonwealth of Virginia to determine if they were consistent with the federal judicial system's interpretation of the Establishment Clause. Twenty-four federal district, circuit and Supreme Court cases were analyzed to determine the court's interpretation of the Establishment Clause as it relates to the public schools. Twenty-one criteria were developed from this analysis and the criteria were used to evaluate the school board policies of Virginia school divisions. The criteria were separated into five categories to provide greater clarity and organization. The five categories include general, prayer, Bible reading, release time programs and equal access. Approximately 91 percent of the schools in the Commonwealth responded to this study. Approximately 55 percent of the schools returned policies which governed at least one Establishment Clause issue. Approximately 36 percent of the schools responding to this study declared that they had no policies relating to any issues as defined by this study. The data from this study demonstrated that the majority of school board policies throughout the Commonwealth are not consistent with the judicial system's interpretation of the Establishment Clause. The policies which were returned and evaluated satisfied only 35 percent of the criteria within the general category; 12.83 percent of the criteria within the prayer category; 24.34 percent within the Bible reading category; 16.58 percent within the release time category; and 21.05 percent within the equal access category. Overall the policies which were analyzed satisfied only 22.74 percent of the entire set of criteria. The most successful school division satisfied only 52 percent of the criteria and over 61 percent of the policies failed to satisfy more than 27 percent of the criteria.
An analysis of the funding of public school transportation in North Carolina
Whitehurst, Gloria Wolfe (Virginia Tech, 1993)
The purpose of this study was (1) to examine the pupil transportation program in North Carolina relative to those used in the fifty states, (2) to examine variations in pupil transportation costs among North Carolina’s school districts, (3) to identify factors related to variations in per pupil transportation costs and (4) to compare North Carolina’s present pupil transportation funding method with an alternative cost effective method using widely recognized principles of pupil transportation finance. The research design for this study was implemented in four phases. First, pupil transportation information was collected from all states in order to review the current state pupil transportation programs. Second, pupil transportation literature was reviewed to identify cost factors, fiscal models and evaluative criteria. Third, pupil transportation data for the 1990-91 school year were collected from all school districts in North Carolina and analyzed. The best predictor(s) of cost was determined by using appropriate statistical analysis (such as correlation, stepwise multiple regression analysis and scattergrams) to examine the relationship between per pupil transportation costs (dependent variable) and various independent variables that contribute to variations in cost. The best predictor of cost was used in an alternate funding formula. Finally, computer simulation was used to analyze the fiscal implications of the alternate formula on the school districts and the state. Based on the results of this study, three recommendations were offered. First, North Carolina should adopt a cost effective pupil transportation funding model using linear density as the primary determinant of funding. Second, North Carolina should conduct a study that would explore the potential savings that could be generated by school districts cooperating in the delivery of pupil transportation. Third, North Carolina should adopt the alternate equation (regression equation utilizing linear density as the cost predictor) for use in distributing pupil transportation funds.
An analysis of the in-service education needs to develop instructional skills of part-time business faculty
Faulkner, Susan Lynch (Virginia Tech, 1990-06-05)
The purpose of this study was to describe the in-service education needs for developing instructional skills of part-time business faculty. The population included part-time business faculty teaching credit courses at 24 community college campuses in Virginia, North Carolina, South Carolina, Georgia, and Florida during fall 1988. A total of 138 (63.9%) respondents returned a 62-item questionnaire. The average age of the respondents was 44.7 years, and 59.2% had a master's degree or higher. The average number of years of full-time teaching experience was 1.6 years, and the average number of years of part-time teaching experience was 5.5 years. Respondents were classified according to Tuckman's Taxonomy of part-time faculty_ Sufficient numbers of respondents could be placed only in three of the seven classifications for analysis purposes. In-service education needs were analyzed within the three classifications of part-time business faculty for the six categories of instructional skills. Respondents in all three classifications expressed a need for 2 of the 57 instructional skills in the top 10 ranking of statements. When analyzing the differences within the three classifications, one significant F-value of 5.11 with a probability of significance at .0001 resulted for the full-mooners. They had a statistically significant higher need for instructional skills in the Miscellaneous and Students categories but no practically different needs. In addition, significant relationships between characteristics of the respondents and the need for instructional skills in categories were found. First, the lower the level of education, the more the respondents had a need for in-service education for skills in the Planning to Teach category. Second, the lower the age, the more the respondents had a need for in-service education for skills in the Planning to Teach category. Third, the lower the age, the more the respondents had a need for in-service education for skills in the Miscellaneous category. Outcomes from these analyses revealed statistically different but not practically different needs. Those planning in-service education for part-time business faculty should offer activities found among the top 10 ranked instructional skill statements for each classification. In-service education activities should not be based on instructional skill categories or part-time business faculty characteristics of educational level, years of full-time and part-time teaching experience, or age.
An analysis of the laws affecting North Carolina public school teachers
Scott, Gilda Cox (Virginia Polytechnic Institute and State University, 1987)
This study has provided an up-to-date source of information for North Carolina public school teachers to help them understand the sources of school law, the legal basis for education, the system of state and federal courts, and their rights and responsibilities. Appropriate federal and state judicial decisions, federal and state constitutional law, state statutes, State Board of Education policies, and the opinions of the Attorney General have been analyzed to determine legal principles in the following areas: 1. constitutional rights of teachers as a public school employee and a private citizen which included the areas of freedom of speech and expression; academic freedom, freedom of religion; private life; personal appearance; loyalty; 2. terms and conditions of employment which included certification, tenure, teacher's duties, due process for tenured teachers, procedural rights for nontenured teachers, dismissal for cause; and the 3. teacher's liability for students. Tort liability included strict liability; the intentional torts of assault and battery, defamation, and false imprisonment; the unintentional tort of negligence and its elements and defenses; educational malpractice; governmental immunity; and students' records. Of particular concern were assault and battery and child abuse cases as related to corporal punishment, the use of qualified privilege as a defense in defamation, and the option provided by the legislature for school boards to waive governmental immunity. North Carolina courts have determined that the fundamental principle of negligence cases in North Carolina is foreseeability of harm. As a result of this study, it has been recommended that the study be updated on an ongoing basis to maintain an up-to-date source of legal information for North Carolina teachers. ln addition, a similar study has been recommended for other states. lt was further recommended that a study examine the developing case law in educational malpractice along with state legal restrictions which interfere with good educational practices.
An analysis of the laws affecting the employment rights of public school employees in the state of West Virginia
Livesay, Norman Dwight (Virginia Polytechnic Institute and State University, 1988)
The purpose of this study was to examine provisions of the Constitution of West Virginia, enactments of the West Virginia Legislature, decisions of the West Virginia Supreme Court of Appeals, policies of the West Virginia Board of Education, opinions of the Attorney General, and interpretations of the State Superintendent of Schools to ascertain the legal status of West Virginia public school personnel with respect to their employment rights. Federal Constitutional provisions, statutes, and court cases were also cited when of overriding importance or when West Virginia legal references were found to be inadequate. Legal research of the employment process and rights of public school employees focused on the following areas: nomination for employment, discrimination, substantive and procedural due process, certification, employee classifications, probationary and continuing contracts, assignment and transfer, suspension and dismissal, resignation, employment term, and compensation. Other legal provisions reviewed in relationship to West Virginia public school personnel included academic freedom, assignment of duties, personal leave, leaves of absence and other absences, workmen's compensation, unemployment compensation, insurance benefits, retirement, seniority, reductions in force, grievance procedures, employee organizations, and collective bargaining.
An analysis of the legal rights and responsibilities of Indiana public school educators
McKinney, Joseph R. (Virginia Tech, 1991)
The purpose of this study was to identify, examine and analyze judicial decisions, legislation, and agency regulations, state and federal, for those principles of law that govern the legal rights and responsibilities of Indiana public school educators. The study delineated legal principles and the process of legal reasoning in the following primary areas: (1) Tort liability of school districts and personnel; (2) Legal responsibilities regarding students; (3) Education of children with disabilities; (4) Terms and conditions of teacher employment. Three primary research methods were used in this study: The "descriptive word" or "words and phrases" approach, the topical approach, and the case method. The computer-assisted legal research service, WestLaw was used extensively in this study. The study produced the following selected general conclusions: (1) Indiana educators possess very limited protection under the doctrine of sovereign immunity and may be held personally liable for their own tortious acts. Educators are only immune from acts that constitute significant policy and political decisions generally attributable to the essence of governing. Indiana educators are personally protected from monetary loss by a "save harmless" statute. Indiana public school corporations are not protected by the doctrine of governmental immunity. School authorities may be found liable in their individual capacities for a constitutional tort if they personally violate clearly established constitutional rights of individuals. (2) Persons of school age are obligated under Indiana compulsory education laws to attend school or receive instruction equivalent to that given in the public schools. The judiciary uniformly recognizes the right and duty of school boards and school authorities to maintain order and control in the classroom and in the public schools. Students who violate school rules and regulations may be suspended or expelled from school but not without procedural due process. Students are entitled to other constitutional rights with respect to the first, fourth and fourteenth amendments. (3) The Individuals with Disabilities Act requires that children with disabilities be provided a free appropriate public education in the least restrictive environment. The right to a free appropriate education is undergirded by complex and comprehensive procedural rights afforded to parents under the IDEA. Indiana law expands procedural due process protections for children with disabilities beyond that provided by federal statute. A disabled child may be expelled from school where the misconduct is not handicap-related but educational services cannot be completely terminated. (4) Every teacher in Indiana employed by a school corporation must hold a license issued by the state and make a written teaching contract with the local governing body. A tenured teacher may be dismissed or suspended with cause but must be afforded due process in connection with the cancellation of an indefinite contract. School boards and school officials are granted broad discretion in matters relating to the method of teaching, decisions regarding the curriculum, and the selection of books to be used in the public schools. Indiana educators enjoy a liberty interest in their employment as well as other constitutional rights which are balanced by the state's interest in controlling and furthering the education mission of the public schools.
An analysis of the legal rights and responsibilities of Virginia public school educators
McCall, Venitta Claudia (Virginia Tech, 1994)
The purpose of this study was to examine and analyze federal and Virginia statutes along with selected state and federal court decisions which govern the legal rights and responsibilities of educators in the Commonwealth of Virginia in the areas of 1) liability; 2) terms of employment; 3) legal relationships with students; and 4) legal responsibilities to students with disabilities. The legal resources for this study were the United States Constitution; the Code of Virginia; other federal and Virginia legislation; and Virginia and federal judicial opinions. The methods of research employed in this study were the "descriptive word" or "fact word" approach and the case method. The computer-assisted legal research services, Lexis and Westlaw, were used extensively in this study. The conclusions resulting from this study are as follows: 1) The doctrine of sovereign immunity absolutely protects Virginia school boards and administrators from liability for negligence. Virginia teachers are also protected by sovereign immunity but only for acts of simple negligence. Sovereign immunity does not bar Virginia's teachers from actions involving gross negligence and does not protect school districts and school personnel for constitutional torts. 2. To obtain employment in Virginia, an educator must hold a license issued by the State Board of Education, pass a professional teachers' examination and execute a written contract with the school board. To obtain continuing contract status in Virginia, educators must serve a three-year probationary period in the same school division. Virginia educators may be dismissed, suspended or placed on probation for cause. 3. School age children are mandated to attend school in Virginia. Local school boards possess statutory authority to employ reasonable measures to maintain discipline in the schools. Virginia students may be suspended or expelled provided they receive procedural due process. Students possess constitutional rights under the First, Fourth, and Fourteenth Amendments. 4. The Individuals with Disabilities Education Act mandates that students with disabilities be provided a free appropriate public education in the least restrictive environment. The IDEA and Virginia regulations governing special education outline comprehensive and detailed procedural requirements guaranteeing the rights of parents of children with disabilities.
An analysis of the medical and legal aspects related to the educational placement in the public schools of children with human immunodeficiency virus infection
Walls, Wemme Ensor (Virginia Polytechnic Institute and State University, 1988)
The purpose of this study has been to examine and analyze the salient medical and legal aspects related to the educational placement of children in public schools with the human immunodeficiency virus (HIV) infection. The study attempts to provide information that will serve as a resource to public school personnel who are among the professionals that must make informed decisions on public school attendance policies for children with a lethal, complex, and controversial disease. New developments in medicine and in the courts have crucial implications for existing policies and for the development of new policies related to the issue. By examining precedents and patterns in the emerging area of AIDS litigation and legislation, the study serves as a resource for school officials enabling them to make informed proactive decisions. The methodology used in the study was legal research. Primary and secondary sources of law were utilized. Nonlegal research materials included medical research and data that might serve as evidence in legal disputes concerning the educational placement of children with the HIV infection. In addition to medical evidence related to educational placement issues, the information gathered for the study included an examination of the state antidiscrimination disease laws, state special education laws, state communicable disease laws, and state and selected local policy statements for sixteen states; an analysis of the relevant legal issues of the Education of the Handicapped Act (EHA) and Section 504 of the Rehabilitation Act of 1973; and an examination of the constitutional issues pertinent to educational placement of children with AIDS. Case law “in point” or “analogous” to the issue was presented. The concluding chapter summarizes the findings from Chapters Two, Three, Four and includes recommendations for decision-making and policy based on the medical and legal information presented. There is no medical evidence to support the exclusion of children from regular school attendance based on the suspicion of or identification of HIV infection. Awareness of sound medical evidence to support educational decision-making provides a means of projecting a solidly grounded policy to the school population and community at large. Health care precautions should be taken and routine procedures established for the removal of blood and/or body fluids in cases of accident or injury. Routine precautions should be followed by all school personnel regardless of whether an HIV-infected individual is present.
Analyzing the Demand for Instructional Personnel in the Virginia Public School System: 1999-2000
Perry, Michael Lee (Virginia Tech, 2000-03-08)
Converging demographic, societal, and political conditions are raising concerns among educational policy makers regarding Virginia's capacity to meet the demand for high quality instructional personnel. The variables affecting demand include shifts in student enrollments, efforts to meet Virginia Standards of Accreditation, retirement rate, efforts to increase diversity in instructional positions, efforts to reduce staffing ratios, increased technology in the classroom, legislative mandates, competition for instructional personnel, salary and other quality of life issues, rising licensure standards, and non-public school pupil enrollment. This research is a quantitative study that combines descriptive and correlational research methods. One purpose of this study is to aggregate and summarize data from Virginia school districts that will provide important information for educational policy makers. The second purpose is to create a paradigm that will quantify and rank order the variables that affect the demand for educators in Virginia. The third purpose of this study is to place school districts into groupings according to variables that influence demand for instructional personnel. The k-means cluster analysis procedure was utilized for this purpose. The Virginia Public School Systems' Instructional Personnel Profile: 1999-2000, a survey commissioned by the Virginia Department of Education, was sent to the 132 Virginia public school districts. A total of 126 school districts responded. This survey provided the data used in this study. This survey was developed because there is no uniform, statewide system to collect demographic data for PreK-12 instructional personnel in Virginia. The results find that Virginia is experiencing shortages of instructional personnel. Special education, mathematics, science, and technology endorsement areas are expected to experience the most critical shortages. Competition from other Virginia school districts, retirement, efforts to reduce teacher to pupil ratios, and salaries are reported as the variables that most influence demand for personnel. Virginia public school districts are clustered into two groups using the k-means cluster analysis procedure.
The antecedents to the school financial crisis in Kentucky
Barwick, Woody J. (Virginia Polytechnic Institute and State University, 1989)
ln a class action suit brought to obtain a judgment declaring that the Kentucky system of financing public elementary and secondary education violated the Kentucky Constitution Judge Ray Corns ruled the system unconstitutional on May 31, 1988. He held that the system violated not only the state constitution but also the due process and equal protection clauses of the 14th Amendment of the United States Constitution. The purpose of this study was twofold. First, the study traced the historical and legal development of the financial support system for public elementary and secondary education from 1830 to the present date. Second, the study analyzed the facts surrounding the ruling declaring the system unconstitutional. The study was a historical review of the legislative documents, historical records, and legislative acts which set the stage for the unconstitutional judgment. Judge Ray Corns, the Circuit Court judge rendering the decision, and other key actors in The Council for Better Education v. Wilkinson were interviewed to analyze facts and events related to the ruling that the system was unconstitutional.