Examining the Relationship Between Community Educational Attainment and the Discipline Implementation of Fourth Amendment Legal Principles in Public Schools
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This research examined the relationship between community educational attainment and Fourth Amendment legal principles being implemented in public schools. Using education attainment data obtained from the U.S. Census, this study examined the influence of educational attainment on how searches of students were conducted and the relative legal and judicial outcomes. The results of this study offer insight on issues related to forms of discipline in public schools and contribute to knowledge bases in the fields of economics, law, social theory, and educational leadership and administration. Current literature addresses administrative decisions, judgments, and practices resulting from the decisions made in the four primary United States Supreme Court cases regarding the Fourth Amendment, but the aspect of educational attainment has been primarily investigated largely within economics and academic achievement. For that reason, this study used literature from administrative leadership, social and human capital, educational utility, and educational attainment to frame the analysis. Findings from the analysis suggest community educational attainment has little to no predictive influence on the four measures of student searches used in the study, which include the intrusiveness level of the search, the ruling of the court, whether or not criminal proceedings were initiated, and the number of searches. Based on results, policy makers and practitioners need to consider how educational attainment in a community can create civic action that may change practices in schools.
Burke, Jeffrey S (2015). Examining the Relationship Between Community Educational Attainment and the Discipline Implementation of Fourth Amendment Legal Principles in Public Schools. Doctoral dissertation, Texas A & M University. Available electronically from