David L. Stader

Zero Tolerance as Public Policy: The Good, the Bad, and the Ugly

(2004). Zero Tolerance as Public Policy: The Good, the Bad, and the Ugly. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 78, No. 2, pp. 62-66.

Effectiveness of Summer Bridge Programs in Enhancing College Readiness

An alarmingly high percentage of recent high school graduates are not prepared to succeed in college-level courses, and the impact of this educational shortcoming is substantial. Underprepared college students incur a monetary cost of enrolling in remedial courses, and states and taxpayers subsidize much of the overall cost of developmental education. In addition, underprepared students are less likely to graduate from college, thus impacting their earning potential and the nations economic need for a more highly educated workforce. One approach to reducing the need for developmental education is high school bridge programs. These programs, which usually take place on a college campus, provide interventions that help targeted students aspire to, prepare for, and achieve college enrollment. This article reports on the effectiveness of bridge programs at Texas colleges in the summer of 2007; it covers two community college programs that demonstrated the highest pre- to postprogram student achievement gains of the participating institutions. Findings from this study and previous research suggest that effective bridge programs (a) have very strong relationships with their partner school districts; (b) provide professional development to all program staff; (c) conduct preprogram orientation sessions and closing ceremonies; (d) provide bus transportation; (e) involve parents in the program; (f) provide students with labs to support classroom instruction; (g) provide academic advising and other support services; and (h) implement both formative and summative evaluation methods.

Student-on-Student Sexual Orientation Harassment: Legal Protections for Sexual Minority Youth

Like all teens, sexual minority youths (lesbian, gay, bisexual, and transgender) face many challenges, including student-on-student sexual orientation harassment. The authors examine recent research into the relative frequency, the potential impact, and school district responsibility to protect sexual minority youths from ongoing student-on-student harassment perpetrated on the basis of real or perceived sexual orientation. Federal courts are holding school districts liable under certain conditions for failing to protect sexual minority youths from harassment. The authors discuss the controversy school leaders may face when developing policies and practices to support sexual minority youths in their schools. The authors also provide several recommendations for school leaders to provide support for sexual minority youths and protect the district from liability.

How “Pathetic” is Your Hiring Process? An Application of the Lessig “Pathetic Dot” Model to Educational Hiring Practices

Now, more than ever, the baby-boomer administrators are retiring in massive waves. Some researchers have predicted as high as 75% turnover by 2011 for education alone. For many years, not much attention has been placed upon succession planning or developing new leaders in some colleges; others have tended to create stockpiles of leadership candidates with not enough internal leadership positions to go around. In turn, in many schools this has left the talent pool of qualified individuals to be very small, and it creates a problem, not only for educational administrators but also, especially, for those in the entrepreneurial departments of community colleges. There has been much research about “getting the right person on the bus” and “moving from good to great,” yet no one, to the knowledge of the researchers, has extended industrial-organizational psychology research on “person-fit” into community college administration research. The purpose of this study was to examine the theoretical constructs of the educational hiring process. In turn, the application of the Lessig “Pathetic Dot” model is used to create a framework to examine hiring practices and possibly show some deficiencies. This is important, now more than ever, with community college administrations having to turn to external independent sources for validation of their practices and procedures. Finally, a brief discussion of how to strengthen the hiring process, in a time of heavy turnover and attrition, concludes the discussion. The authors also present practical applications, suggestions for future research, and implications for practitioners.

Responding to Student Threats: Legal and Procedural Guidelines for High School Principals

(2001). Responding to Student Threats: Legal and Procedural Guidelines for High School Principals. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 74, No. 4, pp. 221-224.

Student Speech and the Internet: A Legal Analysis

This article lays the foundation of American First Amendment jurisprudence in public schools and examines recent cases relating to student Internet speech. Particular emphasis is placed on the ability of schools to regulate student off-campus Internet speech. School authorities who wish to regulate nonthreatening off-campus speech in the electronic media likely must demonstrate a nexus between the off-campus speech and substantial disruption at school.

Educator Sexual Misconduct and Nondisclosure Agreements: Policy Guidance from Missouri's Amy Hestir Student Protection Act.

Abstract Allegations of sexual misconduct may prompt districts to enter into non-disclosure or settlement agreements with alleged perpetrators in exchange for a recommendation. Non-disclosure settlements typically limit how much information districts can share with other districts. This process, often referred to as passing the trash, can be particularly troublesome. Missouris Amy Hestir Student Protection Act provides policy guidance regarding non-disclosure agreements when allegations of educator sexual misconduct arise.

The Bayou High School Blues

This case study challenges aspiring school leaders to analyze data and develop school improvement objectives, strategies for sharing data, and strategies for change. Candidates must analyze the data, determine potential issues that should be addressed by the new principal, and develop a list of further data sources needed. Candidates could also select one area of concern and develop a research-based plan to address the concern. The case may be used in a campus or district leadership course, as a problem-based learning assignment, or as a way to demonstrate and apply the use of data to leadership decisions.