Zero tolerance policy was created as a result of the Gun Free Schools Act of 1994. Varied views exist on zero tolerance policy that include its substantive impact, for whom it is intended, and its viability to address the problem of school violence. Parents, politicians, principals, and teachers have stated their views on the issues. However, there is a voice that is conspicuously absent in this dialogue—that is, students for whom the policy was created to protect. Therefore, in an effort to understand the impact of zero tolerance policy, this study examines urban student perceptions regarding their sense of safety in their schools.
Approximately 50 years ago, Brown v. Board of Education was viewed by many as a turning point in American history that crystallized a national movement to eliminate state-enforced racially segregated public education. However, in recent years many parents, educators, and policy makers in education have begun to question whether Brown has made a substantive or symbolic impact on racially desegregating or providing quality education equity. Growing concerns about the ability of Brown to bring about meaningful desegregation and equity in education are exacerbated by the 2007 Supreme Court decision in Parents Involved in Community Schools v. Seattle School District No. 1. This article examines the re-segregation of public education in the post-Brown era, the implications of the recent Supreme Court ruling on voluntary integration plans, and strategies school districts may employ to promote school integration within the parameters of this Court decision.
The purpose of this study was to explore what factors served as impediments to institutional efforts to comply with Clery Act guidelines through the perceptions of campus law administrators. Statistical analyses were performed on data collected from an online survey, which was distributed to members of the International Association of Campus Law Administrators currently working at colleges and universities in the United States. Survey items were designed to explore the relationship between the following factors and Clery Act compliance: (a) institutional resistance, (b) ambiguity in the Act, (c) lack of funding, (d) lack of support, and (e) inaccurate reporting. Mazmanian and Sabatier's Theory of Effective Policy Implementation was used as a conceptual framework to examine challenges to institutional compliance with the Clery Act statute. The findings in this study will be used to help college administrators assess how to improve the performance level of campus law personnel in relation to promoting campus safety and complying with the Clery Act statute.
This article examines the intersection of teacher unions, school reform and the No Child Left Behind Act. Specifically, this article highlights the legal challenges that school leaders are likely to experience as they attempt to implement No Child Left Behind Act's reconstitution mandates in failing schools, while not infringing on teachers' legal rights. There is also a discussion of the discriminatory impact of NCLB reconstitution mandates on teachers of color and the legal and policy implications.
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