scholarly journals CHARACTERISTICS AND CONVERSION OF SCHOOL PLANNING IN RELATION TO DIVERSITY OF SCHOOL DISTRICTS

2021 ◽  
Vol 86 (779) ◽  
pp. 115-124
Author(s):  
Shital Babu ACHARYA ◽  
Naoko SAIO
Keyword(s):  
School Districts ◽  
School Planning

Integrated Planning for School and Community

2005 ◽  
Vol 1922 (1) ◽  
pp. 111-117 ◽  
Author(s):  
Jeff Tsai ◽  
Mike Miller
Keyword(s):  
School Districts ◽  
Operations Research ◽  
School Attendance ◽  
Optimization Techniques ◽  
Integrated Planning ◽  
Research Education ◽  
School Planning ◽  
School Population ◽  
School And Community ◽  
Transportation Research

The Operations Research/Education Laboratory (OR/Ed. lab) at the Institute for Transportation Research and Education, North Carolina State University, has a long history of providing school systems with data-driven solutions for school population forecasting, school attendance studies, and determination of new school locations. These planning processes, known as Integrated Planning for School and Community (IPSAC), provide school districts with mathematically optimal solutions that minimize transportation distance. The OR/Ed. lab works closely with school districts in politically and emotionally charged environments involving school locations and attendance district changes. The success of IPSAC lies in its approach to enumerate school planning needs and school population growth impression through the use of data. Furthermore, through the operations research optimization techniques, favorable solutions are achieved to satisfy the constraints, needs, and policies of the school district. Recent national studies in active school travel have reported that distance to school and built environment have a significant influence on how children travel to school. These research findings prompted the OR/Ed. lab to investigate ways to enhance IPSAC so that school districts may obtain solutions to include multimode school transportation as one of their considerations. This paper describes the IPSAC process, challenges faced by school districts, and areas in which the integration between school planning and transportation planning deserve explorations.

An Investigation of Sex-Bias in Classroom Teachers' Speech and Language Referrals

1980 ◽  
Vol 11 (3) ◽  
pp. 169-174 ◽  
Author(s):  
Ellen Marie Silverman ◽  
Katherine Van Opens
Keyword(s):  
School Districts ◽  
Voice Disorders ◽  
Communication Disorders ◽  
Sixth Grade ◽  
Sex Bias ◽  
Classroom Teachers ◽  
Communication Disorder ◽  
Primary Procedure ◽  
Teacher Referrals ◽  
Grade Classroom

Kindergarten through sixth grade classroom teachers in four school districts completed questionnaires designed to determine whether they would be more likely to refer a boy than a girl with an identical communication disorder. The teachers were found to be equally likely to refer a girl as a boy who presented a disorder of articulation, language, or voice, but they were more likely to refer a boy for speech-language remediation who presented the disorder of stuttering. The tendency for the teachers to allow the sex of a child to influence their likelihood of referral for stuttering remediation, to overlook a sizeable percentage of children with chronic voice disorders, and to be somewhat inaccurate generally in their referrals suggests that teacher referrals are best used as an adjunct to screening rather than as a primary procedure to locate children with communication disorders.

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