1964 Chapters
Medium 9781475824124

Campaign Strategies and Voter Approval of School Referenda: A Mixed Methods Analysis

Relations, Journal of School Public Rowman & Littlefield Publishers ePub

PAUL A. JOHNSON
WILLIAM KYLE INGLE

ABSTRACT: Drawing from state administrative data and surveys of superintendents in Ohio, this mixed methods study examined factors associated with voters’ approval of local school levies. Utilizing binomial logistic regression, this study found that new levies and poverty rates were significantly associated with a decrease in the likelihood of passage. Implementing more campaign strategies and higher levels of commercial/industrial property increased the likelihood of levy passage. Specific campaign tactics were identified as predictors of levy passage (e.g., 6-week campaign, targeting yes voters). Qualitative analysis suggests that “levy fatigue” and the uncertain state of the economy were factors in the election.

The troubled and often-litigated history of Ohio’s school finance program is well documented (Alexander & Alexander, 2009; Hunter, 2000; Maxwell & Sweetland, 2002). Like other states, Ohio funds its schools through a combination of local property taxes and state aid. What is unusual, however, is the frequency of its referenda. Fleeter (2007) states that “Ohio relies on voter approval of tax levies to support public education to a greater extent than any other state in the nation” (p. 1), noting that from 1994 to 2006, Ohio had 3,433 local school tax issues on ballots. This proliferation of levies based on local property taxes stems in part from a 1976 amendment to the Ohio constitution, originally known as House Bill 920, which prohibits property taxes from increasing as property values rise, thereby forcing districts to continually return to the ballot to keep up with inflationary costs. Indeed, Maxwell and Sweetland (2002) note that Ohio’s school districts “are sometimes faced with the dilemma of explaining that the schools are receiving no additional funds from voted in taxes. . . . This leaves school officials with an ‘uphill task’ in convincing voters that additional revenues are necessary” (p. 55). Johnson (2008) recently contended that “there are two types of school districts in Ohio: those that are on the ballot and those that will be” (p. 45). This scenario has created an untenable situation wherein many school district staff and community volunteers are forced to spend an inordinate amount of time, energy, and money conducting school referenda campaigns.

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Medium 9781442267589

Green Museum Design: Is It Good for Collections?

AltaMira Press ePub

Roberta Faul-Zeitler

Museum Consultant, 8904 Colesville Road, Silver Spring MD 20910 (e-mail: faulzeitler@starpower. net).

AbstractGreen building design and construction is a form of stewardship compatible with most conservation practices in collections-holding institutions. Green design is based on deep respect for the natural environment, the need to reduce consumption, and use of renewable and reusable resources. It offers a new framework and set of practices for museum renovation, expansion, and new construction, with the expectation that high-performance systems, environmental monitoring, air filtration, and non-toxic interiors will be cost-efficient and good for collections as well as people. Special needs of collections can be met by adapting some green-building practices, while overall monitoring of air quality, measuring fluctuations in temperature and humidity, and filtering against pollutants are highly compatible in green building. A generation of so-called green museums—ranging from replacement of mechanical systems to all-new buildings—will provide performance data over time on whether high-performance buildings reduce energy use, are cost-effective, and contribute to the health of collections.

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Medium 9781475824308

Review of Social Story Interventions for Children Diagnosed With Autism Spectrum Disorders

Rowman & Littlefield Publishers ePub

Suzanne L. Nichols
Stephen D. A. Hupp
Jeremy D. Jewell
Colleen S. Zeigler

ABSTRACT: Despite the fact that there are very few well-controlled studies investigating the effectiveness of social stories, the intervention is frequently used as a treatment option for individuals diagnosed with autism spectrum disorders (ASDs). This review includes 10 published studies with experimental research designs. The review also includes discussion of case studies, quasiexperimental design studies, and unpublished doctoral dissertations. Overall, the majority of the studies reported favorable results; however, many of the studies included one or more methodological problems that hindered their interpretation. An appendix includes several examples of the social stories used in the published experimental studies.

Recent legislation in the No Child Left Behind (NCLB) Act of 2001 reflects a growing movement that emphasizes accountability in the public schools (Public Law 107-110). Schools are held accountable by setting standards of performance and assessing progress toward goals. Essential to this process is the need for schools to utilize evidence-based interventions that are evaluated through scientifically rigorous research (Stoiber & Kratochwill, 2001). In fact, Sclafani (2002), counselor to the secretary of education, emphasized that one of the four principles of the current national education agenda is to “research what works” (p. 44). Social stories, a current intervention intended to positively impact the behavior of youth diagnosed with autism spectrum disorders (ASDs), exemplifies a relatively new intervention whose empirical support is currently being investigated.

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Medium 9781475824230

Notes From the Editors: Introduction to Special Issue—International Perspectives on School–Parent Relations

Relations, Journal of School Public Rowman & Littlefield Publishers ePub

LARS BJÖRK

TRICIA BROWNE-FERRIGNO

This special issue is devoted to the work of international scholars who have studied the dynamics of the centralization and decentralization of education policymaking as well as parent involvement in school governance. These international comparative studies provide insight into the deep sense of responsibility that parents have for their children’s education and the political structures ostensibly created to enhance their decision-making processes and school engagement activities. Taken as a whole, these articles are highly relevant to our understanding of national educational reform movements in the United States and other countries. As guest editors of this special issue, we are indebted to Ted Kowalski and the editorial team of the Journal of School Public Relations for supporting this international endeavor. They joined us and external reviewers in ensuring that authors were subjected to multiple blind peer reviews and held to the rigorous review criteria set by the journal. Due to space limitations, the editorial team decided to release the articles in two sequential issues. This special issue contains the remaining three articles that complete the two-part series of international perspectives on school–parent relations.

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Medium 9781576336809

"K" Words: Praxis I Intermediate Vocabulary

Ace Academics Ace Academics ePub

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