http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
impact of Senate Bill 1 (Seventy-fourth Session, Texas Legislature) on academic variables related to no pass no play as perceived by principals, teachers, and athletic directors in school districts within Education Service Center Region XIII
The major purpose of this study was to determine the effect of changes produced by Senate Bill 1 on certain academic variables related to no pass no play. The secondary purpose was to identify perceived impact of high school principals, teachers, and athletic directors on the no pass no play provisions of Senate Bill 1 based on geographical locations in one education region (Education Service Center Region XIII) in central Texas. The study focuses on the perceptions of school personnel (high school principals, high school teachers, athletic directors) concerning the correlation between 1) changing the length of suspension on dropouts and academic performance and 2) allowing rehearsal and practice during periods of ineligibility on dropouts and academic performance. The relationship between geographical locations (community types) in the region of the study, and perceptions of Senate Bill 1's impact on dropout and student academic performance was also examined. Respondents shared the view that Senate Bill 1 had produced a positive impact on dropouts in the region in which the study was conducted. There was strong support among the respondents for allowing ineligible students to practice and rehearse. The respondents shared the view that shorter suspension periods are better for students. The perception from all locations indicated that the three-week suspension period was acceptable in Region XIII and produced noticeable differences in student behavior. Findings of the study include: 1. Allowing ineligible students to practice and rehearse with the team or group helps reduce negative behavior at school; 2. Shorter suspension periods (three weeks instead of six) were viewed as better for students because there were additional opportunities to compete after regaining eligibility; 3. Shorter suspension periods motivated some students to stay in school; 4. Male students were more likely to be ineligible while participating in extracurricular activities; African-Americarn and Hispanic male students were more likely be suspended from participation in extracurricular activities in urban areas and small towns; 6. Since Senate Bill 1 changes to no pass no play were implemented, a positive impact on dropout was perceived to exist.
"Major Subject: Educational Administration".
Issued also on microfiche from University Microfilm Inc.
Includes bibliographical references (leaves 126-133).