Supervision in Georgia Public Schools

2003 ◽  
Vol 13 (2) ◽  
pp. 16-22
Author(s):  
Kelly Van Wyck-Smith
Keyword(s):  
Public Schools ◽  
Georgia Public Schools

Using Twitter to Track Unplanned School Closures: Georgia Public Schools, 2015-17

2020 ◽  
pp. 1-5 ◽  
Author(s):  
Jennifer O. Ahweyevu ◽  
Ngozi P. Chukwudebe ◽  
Brittany M. Buchanan ◽  
Jingjing Yin ◽  
Bishwa B. Adhikari ◽  
...  
Keyword(s):  
Public Schools ◽  
Emergency Response ◽  
School Closures ◽  
Policy Makers ◽  
Marginal Benefit ◽  
Twitter Data ◽  
Control And Prevention ◽  
Education Statistics ◽  
Data Source ◽  
Georgia Public Schools

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.

Representative Bureaucracy and School Discipline

2016 ◽  
Vol 47 (1) ◽  
pp. 58-78 ◽  
Author(s):  
Christine H. Roch ◽  
Jason Edwards
Keyword(s):  
Public Schools ◽  
Representative Bureaucracy ◽  
Contact Theory ◽  
African American Student ◽  
Target Groups ◽  
Active Representation ◽  
Racial Context ◽  
Group Contact ◽  
Georgia Public Schools ◽  
Threat Theory

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.

scholarly journals Monitoring Inefficiency in Public Education

2003 ◽  
Vol 35 (3) ◽  
pp. 611-623 ◽  
Author(s):  
Yoshie Saito ◽  
Christopher S. McIntosh
Keyword(s):  
Public Schools ◽  
Data Envelopment Analysis ◽  
Public Education ◽  
School Districts ◽  
Distance Function ◽  
Point Of View ◽  
Data Envelopment ◽  
Overall Efficiency ◽  
Using Data ◽  
Georgia Public Schools

The efficiency of public education is examined using a cost indirect output distance function. Efficiency estimates are obtained using data envelopment analysis applied to data from Georgia public schools. Georgia school districts utilize educational budgets with reasonable efficiency, achieving an overall efficiency of 98% with a range of 93%–100%. If all school districts were 100% efficient, outputs could be expanded 2%. This could be achieved by increasing funding $75.46 million state-wide in total for each of the 3 years. From the consumers' (voters') point of view, this result suggests that inefficiency costs Georgia, on average, a total of $226.38 million from 1994 to 1996.

scholarly journals Teacher and School Characteristics: Predictors of Student Achievement in Georgia Public Schools

2016 ◽  
Vol 13 (1) ◽  
Author(s):  
Alisande F. Mayer ◽  
Ellen Wiley ◽  
Larry Wiley ◽  
Dianne Dees ◽  
Simmie Raiford
Keyword(s):  
Student Achievement ◽  
Public Schools ◽  
School Characteristics ◽  
Georgia Public Schools

Morale of Curriculum Directors as Related to Perceptions of Leadership of Superintendents

1978 ◽  
Vol 43 (3_suppl) ◽  
pp. 1283-1288 ◽  
Author(s):  
Joseph C. Bledsoe
Keyword(s):  
Public Schools ◽  
Two Dimensions ◽  
School Administrator ◽  
Length Of Service ◽  
Initiating Structure ◽  
Curriculum Directors ◽  
Large Systems ◽  
Behavior Description ◽  
Perceptions Of Leadership ◽  
Georgia Public Schools

209 curriculum directors in Georgia public schools responded to the School Administrator Morale Measure, a 9-variable scale, and the Leader Behavior Description Questionnaire, which measures perceptions of their superintendent's behavior in two dimensions, Consideration and Initiating Structure. A canonical R e of .72 was obtained with the subscale Superordinate Relations correlating .69 with Consideration. Few differences in morale or perceptions of leader's behavior due to sex, race, certification status, and length of service were found. On five subscales and the Total Morale measure, means were significantly higher for directors from small systems with those from medium and large systems having lower scores in that order. Initiating Structure of superintendents was perceived by directors as significantly higher than Consideration.

An Approach to Mainstreaming Language-Disabled Children in the Elementary School

1978 ◽  
Vol 9 (1) ◽  
pp. 17-23
Author(s):  
Karen Navratil ◽  
Margie Petrasek
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Oral Language ◽  
School Age Children ◽  
Montgomery County ◽  
Elementary School Age ◽  
Language Classrooms ◽  
Language Pathology ◽  
General Goal ◽  
Resource Program

In 1972 a program was developed in Montgomery County Public Schools, Maryland, to provide daily resource remediation to elementary school-age children with language handicaps. In accord with the Maryland’s guidelines for language and speech disabilities, the general goal of the program was to provide remediation that enabled children with language problems to increase their abilities in the comprehension or production of oral language. Although self-contained language classrooms and itinerant speech-language pathology programs existed, the resource program was designed to fill a gap in the continuum of services provided by the speech and language department.

A Rural County Speech and Language Program

1977 ◽  
Vol 8 (4) ◽  
pp. 250-255 ◽  
Author(s):  
Hildegarde Traywick
Keyword(s):  
Public Schools ◽  
Speech And Language ◽  
Rural County ◽  
Language Program ◽  
The Public ◽  
Madison County

This paper describes the organization and implementation of an effective speech and language program in the public schools of Madison County, Alabama, a rural, sparsely settled area.

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