"An Analysis of the Arguments Used in the Home School Issue," by Jaime P. Meyer is a study employing a twelve point method of analysis taken from the work of Ch. Perselman and L. Olbrechts-Tyteca. This study sought to answer the question: Are the values in the arguments of those for or against conditional home schooling in North Dakota consistent with the values underlying the laws of the state? Chapter I established the nature of the study. Chapter II provided a review of the literature concerning home schooling in North Dakota. Chapter III identified the similarities of the values in the arguments stated by those for conditional home schooling and the laws of the state. Chapter IV noted the dissimilarities of the values in the arguments stated by those against conditional home schooling and the laws of the state. Chapter V concluded that the values in the arguments of those for conditional home schooling are more consistent with the values underlying the laws of North Dakota than the values in the arguments of those against conditional home schooling.

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This study sought to determine Virginia Public School principals' knowledge of school law as it relates to the kind, length/quantity, and recency of preparation and years of administrative experience. Other variables measured included how knowledge is associated with geographic location within the state, grade level of school, principals' educational attainment level and how principals maintain a current knowledge of school law. A survey instrument was designed to collect demographic information and to test knowledge of court cases and state statutes. Two hundred ninety-eight principals participated in this study representing grade levels K-12 and all regions of the state. The principals' knowledge of four categories of school law (pupil issues, teacher/administrator issues, tort liability, church/state issues) was measured by a forty item true-false test. The data were analyzed using a one-way analysis of variance. The findings of this study indicated that there is no relationship between Virginia principals' knowledge of school law and their preparation (kind, length/quantity, recency) or years of administrative experience. Findings also indicated that although several areas of weakness were detected, principals displayed an overall adequate knowledge of school law earning a mean score of 31.3 out of a possible 40. / Ed. D.

The purpose of this study was to examine and analyze federal and Virginia statutes along with selected state and federal court decisions which govern the legal rights and responsibilities of educators in the Commonwealth of Virginia in the areas of 1) liability; 2) terms of employment; 3) legal relationships with students; and 4) legal responsibilities to students with disabilities. The legal resources for this study were the United States Constitution; the Code of Virginia; other federal and Virginia legislation; and Virginia and federal judicial opinions. The methods of research employed in this study were the "descriptive word" or "fact word" approach and the case method. The computer-assisted legal research services, Lexis and Westlaw, were used extensively in this study. The conclusions resulting from this study are as follows: 1) The doctrine of sovereign immunity absolutely protects Virginia school boards and administrators from liability for negligence. Virginia teachers are also protected by sovereign immunity but only for acts of simple negligence. Sovereign immunity does not bar Virginia's teachers from actions involving gross negligence and does not protect school districts and school personnel for constitutional torts. 2. To obtain employment in Virginia, an educator must hold a license issued by the State Board of Education, pass a professional teachers' examination and execute a written contract with the school board. To obtain continuing contract status in Virginia, educators must serve a three-year probationary period in the same school division. Virginia educators may be dismissed, suspended or placed on probation for cause. 3. School age children are mandated to attend school in Virginia. Local school boards possess statutory authority to employ reasonable measures to maintain discipline in the schools. Virginia students may be suspended or expelled provided they receive procedural due process. Students possess constitutional rights under the First, Fourth, and Fourteenth Amendments. 4. The Individuals with Disabilities Education Act mandates that students with disabilities be provided a free appropriate public education in the least restrictive environment. The IDEA and Virginia regulations governing special education outline comprehensive and detailed procedural requirements guaranteeing the rights of parents of children with disabilities. / Ed. D.

This legal research study identified Supreme Court cases relating to search and seizure generally, and Supreme Court, federal and state court cases relating specifically to search and seizure in education. The purpose of this study was to identify those concepts, doctrines and principles of law governing searches and seizures in order to inform administrators of their legal responsibilities. Concepts, doctrines and principles of law governing searches and seizures are summarized in the following statements: (1) Students have a right to privacy, but this right must be balanced against the school's interests and the rights of others. (2) Searches must be reasonably related to a legitimate school purpose. General, exploratory, blanket and indiscriminate searches will not be sustained by courts. (3) School officials have an affirmative obligation to maintain order and discipline for the health and safety of students. (4) Searches must be based on concrete, articulable facts. Mere suspicion is not acceptable to the courts. (5) Elementary and secondary school officials, acting in loco parentis, are generally held to the lesser standard of reasonable cause to believe. However, the more intrusive the search, the higher the standard to be applied. (6) Colleges and universities cannot condition attendance upon a waiver of a student's constitutional rights. (7) Police initiated searches are subject to the higher standard of probable cause. (8) In cases where exigent circumstances existed, such as the destruction of evidence or harm to another, administrative officials have an affirmative obligation to act immediately and they are not subject to the warIant requirement (9) Contraband seen in plain view is subject to seizure without a warrant. / Ed. D.

The purpose of this study was to analyze the demographic characteristics and validate reasons why parents in Virginia choose home schooling to educate their children. Approximately 300 approved parents in Virginia are currently providing home schooling for their children. A questionnaire and interview schedule was developed to provide information on the characteristics and reasons associated with this form of alternative educational program being provided by parents. This descriptive study addresses the population of parents in Virginia who educate their children at home. A questionnaire was sent to 100 randomly selected group of parents who are approved by the state to teach their children at home. Additionally, an interview was conducted with 10 randomly selected parents from this total population who received the questionnaire. The data in the study consisted of responses by 74 parents. Data was tabulated and reported using descriptive and inferential status. all computations were done on an IBM computer using the statistical package for the social services (SPSSX). The following are the conclusions made as a result of the findings: As participants in home schooling, parents believe that public/private schools are a threat to their children's moral character. Also, that home schooling provides a better learning environment since parents are able to give more time (individual attention) and love to their children while learning. Major reasons for home schooling are lack of good moral and character development public poor quality of public school education and desire to extend parent-child contact. General characteristics of parents revealed by the responses indicate parents are small family structured averaging two children, upper incomes, providing a more child-centered program. / Ed. D.

The primary purpose of this study is to gather and organize facts that will be beneficial to those who have the responsibility of directing the affairs of the community in the interest of public education. Superintendents of schools and boards of education will secure a better solution to their problems by studying the laws and the interpretations of law given by the courts. This study has been made in order that this information might be made more available to the interest of school people.

The main purpose of this study is to determine some of the effects that the school laws passed by the Fifty-First Legislature will have upon the schools of Walker County.

Providing services to handicapped children is more expensive than educating nonhandicapped children. Previous studies have estimated the cost of special education to be approximately twice that of regular education. However, these studies have produced a number of problems in providing accurate cost data including a lack of data at the local level to make meaningful determinations, difficulties in treating shared and indirect costs, problems in making cost comparisons across districts, and variances in the cost of resources over time. This study evaluated the Larson (1985) model, a new methodology for calculating special education program costs, by comparing it to the Rossmiller (1970) model, a widely used method for calculating special education program costs. Judgments were made by comparing the efficiency and effectiveness of each model to the other. Efficiency was appraised byl comparing input and process considerations in computing special education program costs in a select school district in Virginia. Effectiveness was appraised by comparing each model’s ability to produce comprehensive and accurate special education program costs from the sample school district. Findings indicated that the Larson model had several advantages over the Rossmiller model. First, the Larson model was more efficient as less information from the regular budget was needed to complete indirect cost calculations. Second, the Larson model was more efficient in dealing with shared costs as they could be prorated through the use of a multiplier. Third, the Larson model was considered more accurate in its treatment of related services costs. However, several qualifications needed to be made in Judging the Larson model as a better product over the Rossmiller model. Conducting a cost determination was a lengthy process no matter which model was used and is more dependent upon the availability of data in a school district than the model used. Also, both models tended to produce similar cost figures when related services costs were taken into account. / Ed. D. / incomplete_metadata