State Laws Matter When It Comes to District Policymaking Relative to the Whole School, Whole Community, Whole Child Framework

Autor/inn/en	Chriqui, Jamie F.; Leider, Julien; Temkin, Deborah; Piekarz-Porter, Elizabeth; Schermbeck, Rebecca M.; Stuart-Cassel, Victoria
Titel	State Laws Matter When It Comes to District Policymaking Relative to the Whole School, Whole Community, Whole Child Framework
Quelle	In: Journal of School Health, 90 (2020) 12, S.907-917 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chriqui, Jamie F.) ORCID (Temkin, Deborah) ORCID (Piekarz-Porter, Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.12959
Schlagwörter	Board of Education Policy; State Policy; School Districts; State Legislation; Public Schools; Policy Formation; Holistic Approach; Predictor Variables; Physical Activities; School Health Services; Social Development; Emotional Development; Family Involvement; Health Education; School Counseling; Social Services; Community Involvement; Government Role; State Government + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Landesrecht; Public school; Öffentliche Schule; Politische Betätigung; Holistischer Ansatz; Prädiktor; Schuleingangsuntersuchung; Soziale Entwicklung; Gefühlsbildung; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; School counselling; Pädagogische Beratung; Social service; Soziale Dienstleistung; Soziale Dienste; Bund-Länder-Beziehung
Abstract	Background: The Whole School, Whole Community, Whole Child (WSCC) framework supports the "whole child" across 10 domains. This study assessed state law and district policy WSCC coverage. Methods: Primary legal research was used to compile relevant district policies and state laws for a stratified random sample of 368 public school districts across 20 states for school year 2017-18. Policies/laws were evaluated on 79 items across the WSCC domains (range: 3-14 items/domain). Multivariable regressions examined the relationship between state laws and district policies, controlling for district characteristics, and weighted to account for the sample design and non-response. Results: On average, district policies and state laws addressed 53% and 60% of the 79 items, respectively. State law predicted district policy WSCC attention across items (coeff. = 0.26, 95% CI = 0.14, 0.38) and 4 domains: physical activity (coeff. = 0.57, 95% CI = 0.29, 0.86); health services (coeff. = 0.50, 95% CI = 0.39, 0.62); social and emotional climate (coeff. = 0.34, 95% CI = 0.23, 0.45); and family engagement (coeff. = 0.41, 95% CI = 0.28, 0.54). State law was associated with lower district-level coverage in 3 domains (health education; counseling, psychological, and social services; and community involvement). Conclusions: Although WSCC implementation is locally-driven, states have an active role to play in setting a policy "floor" for guiding district WSCC attention. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01