- Megenney, George L.
- The issue of increased student tardiness within U.S. schools and the resulting allocation of time and resources required to mitigate its unwanted effects has been an ongoing problem during the past two decades. Students who consistently miss the beginning of instruction are more likely to suffer from lower grades and deal with disciplinary consequences of their tardy behavior that later require additional school time and monetary cost. The introduction of restorative justice concepts within some schools’ disciplinary policies came about after the ineffective and damaging use of zero tolerance policies drew criticism. Restorative justice, though originating from the criminal justice system, was adapted in education to address problem behaviors among students. Educators who have embraced restorative justice concepts expect students who have transgressed school policies to engage in dialog about their behavior. A paired sample t-test was used to determine the effects of a high school’s revised tardy policy among a group of 163 students during the course of one academic year. This researcher input the number of individual tardies for students selected for this study for each of two academic school years into the Statistical Package for the Social Sciences (SPSS) and set the alpha level at .05. The results of the statistical analysis showed no significant change in the tardy rate among the group when comparing the academic school year prior to the subsequent year when the policy was implemented. The findings of this study suggest that the changes made to the school-wide tardy policy did not significantly reduce tardiness among students.
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- Campus Tesim:
- Advanced Studies in Education