An Analysis of District Tardy Policies for Schools from a 2019 Texas Education Agency Campus Comparison Group

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Educational Administration

Date of Award

Fall 2020

Abstract

The emerging themes for the school tardiness and absence policies among the A-rated school comparison group were the specific definition of tardiness, roles and responsibilities, roles and responsibilities, discipline management techniques, and violation and infractions. The emerging themes for the school tardiness and absence policies among the B-rated schools identified in the comparison group were not as specific as the A-rated schools’ policies with four identified themes as the definition of tardiness, roles and responsibilities, discipline management techniques, and violations and infractions. The emerging themes of school tardiness and absence policies among the C-rated schools were the same four themes, but the C-rated schools lacked policies with specific definitions of tardiness, roles and responsibilities of stakeholders, violations and infractions, and no mention of the longevity of issued consequences. The commonalities in tardy policies among the A-rated, B-rated, and C-rated schools involved similar discipline management techniques, violation and infraction policies, and details of a progression in consequences for repetitive tardiness. However, there were no commonalities in the roles and responsibilities and the definitions of tardiness themes. The findings contributed new information to the limited amount of research currently available. The analysis of the tardy policies led to practice implications that might be actualized statewide and recommendations for future study.

Advisor

Melissa Arrambide

Subject Categories

Education | Educational Administration and Supervision

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