Journal of Education & Social Policy

ISSN 2375-0782 (Print) 2375-0790 (Online) DOI: 10.30845/jesp

A Policy Analysis: District Tardy Policies for Schools from a 2019 Texas Education Agency Campus Comparison Group
Zelmarian Ready, EdD; Melissa Arrambide, EdD; Teresa Farler, EdD; Mei Jiang, PhD; Elsa Villarreal, PhD

The consequences and outcomes for tardiness have been controversial because of the lack of consistency, as district autonomy has created much diversity between districts and schools. The analysis involved10 high schools among a 40-member comparison group in the Texas A-F Accountability Rating System. School districts’ policy documents from the four A-rated, four B-rated, and two C-rated high schools were examined to determine consequences for tardiness in secondary schools configured as the traditional high school of Grades 9 through 12. The analysis was directed at school districts’ policies to determine the commonalities, differences, and other themes that existed. The emerging themes across these schools ranged in specificity regarding school tardiness and absence policies such as, tardiness, roles and responsibilities, roles and responsibilities, discipline management techniques, and violation and infractions.

Full Text: PDF