GEN 103 Ashford University Uniforms in School Annotated Bibliography All Sources Annotated Bibliography [WLOs: 1, 2, 4, 5 [CLOs: 1, 2, 3, 4, 5] GEN103 Al

GEN 103 Ashford University Uniforms in School Annotated Bibliography All Sources Annotated Bibliography
[WLOs: 1, 2, 4, 5 [CLOs: 1, 2, 3, 4, 5]

GEN103 All Sources Annotated Bibliography Assignment (Links to an external site.) Video

Prior to working on this assignment,

Read Modules 3 and 4 in your course textbook.
Review the Better Searches. Better Results handout.
Review the GEN103 Determining Authority (Links to an external site.) and GEN103 Determining Currency (Links to an external site.)
Review the Ashford Writing Center’s Thesis Statement (Links to an external site.) tutorial.
Download and review the All Sources Annotated Bibliography template that you will complete and turn in for this assignment.(Attach as Greene All Source Annotated Bibliography)

To prepare for this week’s assignment, apply the feedback your instructor gave you to revise your Week 3 assignment. To learn how to view the comments on your papers watch the Waypoint: Accessing Assignment Feedback (Links to an external site.) video

This week, you will complete your annotated bibliography

Find two appropriate non-scholarly sources using a search engine such as Google or Bing.
Create APA references for the non-scholarly sources.
Write annotations for the two non-scholarly sources.
Include references and annotations for the sources from Week 3.
Develop a thesis statement based on your research question.

Find Two Appropriate Non-Scholarly Sources Using a Search Engine such as Google or Bing

Locate the search terms you developed in Week 3. Use them and a search engine (like Google or Bing) to find two non-scholarly sources that address your research question. In order to be appropriate, these sources must pass the CRAAP test.

The non-scholarly source may be any of these types of sources:

A newspaper or magazine article (not an editorial).
An article from a professional organization website or trade journal (e.g., science, medical, etc.).
An article or report from a .gov website.
A blog post written by an expert on the topic.

The non-scholarly source may not be

A book or book chapter.
A scholarly article.
A reference source (e.g., encyclopedia, almanac, dictionary).

Be sure to copy and record the URL (web address) of the non-scholarly sources that you choose so you can include it in your reference.

Create APA References for the Two Non-Scholarly Sources

Remember what you learned about how to format references in the APA Skill Check (Links to an external site.) on creating references. Then, create the APA references for both sources in the All Sources Annotated Bibliography template. Check your references using the Ashford Writing Center’s Formatting Your References List (Links to an external site.) to ensure they are correct. Also, you may view the Week 5 Annotated Bibliography Example to review correct format.

Write Annotations for the Two Non-Scholarly Sources

Now, you will write annotation for the two sources. The annotations must be in your own words, two paragraphs long, and address the points below. Provide brief descriptions, explanations or examples to support your answers.

Paragraph 1:

What kind of source is this?
What is the thesis or main claim of the source?
What evidence or claims does the source present in support of the thesis? Present at least two examples of support the source uses.
What other important claims does the source make?

Paragraph 2: Evaluate

How adequately does the source support its thesis?
How current is the information in the source relative to your research question?
How credible and authoritative is the source for your research question?
What limitations, if any, did you note in the source?
How does the source help answer your research question?

Include references and annotations for sources from Week 3

Review the feedback from your instructor on your Week 3 Assignment. Make any revisions or corrections you think will improve your submission. Insert the revised references and annotations into the appropriate sections of your All Sources Annotated Bibliography template.

Develop a Thesis Statement Based on Your Research Question

Use the Turning Your Research Question into a Thesis Statement worksheet to help create your thesis statement. Your thesis statement should summarize the conclusions you came to after researching your topic and be no more than two sentences long. Note: you will not submit this worksheet for grading but will paste the thesis you develop at the beginning of your bibliography.

To make sure your submission is as strong as it can be it is recommended you:

Use Grammarly (Links to an external site.) to assist in locating and correcting grammar and punctuation errors
Submit your bibliography to Turnitin to make sure you did not accidently copy another’s work.
You may review the resource Understanding Turnitin (Links to an external site.) for more information.
Submit your work to the Ashford Writing Center (Links to an external site.) for feedback. The Ashford Writing Center staff can help you identify formatting, grammar, and other common writing issues in your work and give you ideas for ways to fix them. The Ashford Writing Center staff is available by email or by chat.

The Final Annotated Bibliography

Must be double-spaced, include a title page and be formatted according to APA style as outlined on the Ashford Writing Center (Links to an external site.) APA Formatting page. It should not include a References page.
Must use the All Sources Annotated Bibliography template provided in the assignment instructions.
Must use two scholarly articles, one e-book, and two non-scholarly sources.
The Source Types handout offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.

This was the first half of the assignment but since you will have to fix it i gave you the instruction

Find Two Scholarly Journal Articles and One E-Book

Now you are ready to search for scholarly journal articles and one e-book. Review the steps for using FindIt@AU by completing the GEN 103: Introduction to the Ashford University Library (Links to an external site.) tutorial.

Consult with Ashford Library Tutoring to find relevant search results. You will select your first scholarly journal article from these results. Please note you must access the session from your course. See this tip sheet (Links to an external site.) for help connecting with a librarian.
Bring your revised research question and two to five search terms to the library tutoring session.
Once the library tutoring session ends, a lesson summary of your session will be sent to the e-mail address you’ve provided. You will include the lesson summary as part of the assignment. Please note a library tutoring session needs to last at least five minutes to receive a summary.
Download and save the full text article so you can review it later.
Use FindIt@AU and the skills you learned in your session to locate your second scholarly journal article. Download and save the full text article so you can review it later.
Use your search terms and the Ashford University Library EBook Central database to find one e-book that relates to your research question. Watch the
Ebook Central Overview and Searching (Links to an external site.) video for help with using this database.
For each source, make note of the information you need to construct references and locate each source again.

Construct APA References for These Sources

Remembering what you learned about how to format references in the APA Skill Activity, construct APA references for your sources. Write those references in the Library Sources Annotated Bibliography template. Check your reference format using the Ashford Writing Center’s Formatting Your References List (Links to an external site.) to ensure they are correct.

Write Annotations for These Sources

Now, you will write annotations for the two scholarly articles and one e-book. Write the annotations in your own words on the Library Sources Annotated Bibliography template. The annotations must be two paragraphs long and must address the points below. Provide brief descriptions or explanations to support your answers:

Paragraph 1: Summarize

What kind of source is this?
What is the thesis or main claim of the source?
What evidence or claims does the source present in support of the thesis? Present at least two examples of support the source uses.
What other important claims does the source make?

Paragraph 2: Evaluate

How adequately does the source support its thesis?
How current is the information in the source relative to your research question?
How credible and authoritative is the source for your research question?
What limitations, if any, did you note in the source?
How does the source help answer your research question?

This comments my professor had after looking at the attached document are as follows which you will be fixing: I just looked over your week 5 assignment and there are some problems.

1. Your thesis does not summarize the results of your research question. If you ask What is the impact of wearing uniforms, then your thesis should start with “Wearing School uniforms will cause…” and you state what you found.
2. As you have added complete citations for the 2 scholarly journal articles I see now that they are not articles but rather dissertations or theses from a university student. You would need to find 2 scholarly articles and write the annotations. If you look using Google Scholar be sure they are journal articles and not books or theses.
3. The 2 non-scholarly sources you found are both magazine/newspaper articles. A webpage will look more like this: https://getonline.uwf.edu/articles/education/school-leaders-and-the-uniform-debate.aspxLinks to an external site.. or this one:https://www.timeforkids.com/g56/debate-should-students-wear-uniforms-2/Links to an external site.

In conclusion I need you to complete/redo the thesis statement, Redo the 2 Scholarly source with two complete new ones(will attach two articles that you may use or find two of your own your preference) and redo the non-scholarly sources as well with two complete new ones. Be sure to cite your reference in APA style format and be detailed with your annotations. it tells you what both paragraphs should consist of. if you have any question please reach out! Are School Uniforms a
Good Fit?
Educational Policy
Volume 23 Number 6
November 2009 847-874
© 2009 Corwin Press
10.1177/0895904808330170
http://epx.sagepub.com
hosted at
http://online.sagepub.com
Results From the ECLS-K and
the NELS
Ryan Yeung
Syracuse University, New York
One of the most common proposals put forth for reform of the American system of education is to require school uniforms. Proponents argue that uniforms
can make schools safer and also improve school attendance and increase
student achievement. Opponents contend that uniforms have not been proven
to work and may be an infringement on the freedom of speech of young people.
Within an econometric framework, this study examines the effect of school
uniforms on student achievement. It tackles methodological challenges through
the use of a value-added functional form and the use of multiple data sets. The
results do not suggest any significant association between school uniform policies and achievement. Although the results do not definitely support or reject
either side of the uniform argument, they do strongly intimate that uniforms are
not the solution to all of American education’s ills.
Keywords:
achievement; education reform; educational policy; educational
reform; policy; elementary education; secondary education
M
ark Twain once remarked that “clothes make the man.” This transformative power of clothing provides the theoretical rationale
behind school uniforms, though acceptance of this particular maxim is far
from universal. On one hand, some people believe that uniforms offer
great promise for the nation’s most struggling schools as a potential tool
to reduce crime, improve attendance, and increase achievement. On the
other hand, some people raise questions about the potential effects of
school uniforms on a child’s individuality and their implications for civil
liberties. Despite the attention uniform policies have received from
schools, parents, and the media, quantitative research on school uniforms
remains surprisingly sparse. This study adds to the literature in this area
Authors’ Note: The author would like to thank John Yinger and an anonymous referee for
their helpful comments.
847
848
Educational Policy
by focusing on one simple to understand yet important question: Do
school uniforms raise achievement?
Proponents of school uniforms argue that among other benefits, school
uniforms can make schools safer, improve attendance, and raise academic
achievement. In his study of uniforms, Joseph (1986) suggested that
uniforms serve dual purposes. They serve to distinguish members from
nonmembers and also to signal to the actor and the audience that a certain
type of behavior is expected. Serving in this manner, uniforms may make
schools safer by identifying trespassers and setting a tone for serious study,
and also discourage the activities of gangs and the associated tensions that
result from wearing gang attire (Stanley, 1996).
Kaiser (1985) listed several other benefits that school uniform proponents
have historically proposed. These benefits include improving discipline,
increasing respect for the teacher, promoting group spirit, maintaining academic standards through uniformity, easing the strain on family budgets, deemphasizing socioeconomic differences, and eliminating the relationship
between dress and school status.
Opponents present a very different set of arguments. The most common
argument proposed is based on the research, or lack thereof, determining a
causal relationship between uniforms and discipline or uniforms and student
achievement. DeMitchell (2006) suggested that uniform policies may only
serve as a bandage in addressing the problems of schools and may provide
policy makers and practitioners a way to avoid making the difficult decisions
necessary to reform public education. In addition, opponents cite the legality of
such policies (Lumsden, 2001). According to the American Civil Liberties
Union, “School uniform policies do violate [students’] First Amendment
rights . . . and go way beyond just having a reasonable dress code that
promotes safety and decorum in schools” (Dress Codes and School Uniforms,
2006). All in all, the courts have not found this argument to be convincing.
Courts in Arizona, Texas, Louisiana, and California have all upheld school
uniform policies and rejected the constitutional argument (DeMitchell, 2006).
Kohn (1998) took a different approach. His opposition was not based
on the efficacy or legality of uniform policies, but in the philosophical
implications. “Overlooked is the more substantive argument,” wrote Kohn,
“that kids don’t learn much of value in an environment where they are
excluded from decision making” (p. 9). If Kohn’s thesis is correct, uniforms may actually undermine the goal they are trying to achieve. The
answer to which side is right is ultimately an empirical one, but the force
with which both sides argue their cases indicates that this issue is not one
that will be resolved without debate.
Yeung / Are School Uniforms a Good Fit?
849
Although uniforms remain rare in American public schools, they have
long been an institution in many private schools, especially in Catholic
schools. In addition, they are a fixture in public schools outside of the
United States, including Japan and South Korea, two countries with schoolchildren who routinely outperform American children of the same age on
international standardized assessments (Schleicher, Tamassia, & Ikeda,
2004). Data on the pervasiveness of school uniforms in the United States is
limited; however, a telephone survey by the National Association of
Elementary School Principals (n.d.) found a little less than a quarter of all
public, private, and parochial school principals either had uniform policies
in place, were currently writing one, or had it on their agenda. In addition,
many large urban public school districts—including Baltimore, Cincinnati,
Dayton, Detroit, Los Angeles, Long Beach, Miami, Memphis, Milwaukee,
Nashville, New Orleans, New York, Phoenix, Seattle, and St. Louis—have
schools with either voluntary or mandatory uniform policies (U.S. Department of Education, 1996). Although school uniforms are far from ubiquitous in American education, they are also not inconsequential, which is why
a careful evaluation of their effects is imperative.
Estimation of school uniform effects necessarily leads to methodological challenges in disentangling the effects of school uniforms from other
variables that may be correlated with the presence of a school uniform
policy and achievement. This study uses two empirical approaches to
overcome the impediments described and hence enhance the internal
validity of the analysis. First, this analysis relies upon a “value-added”
estimation strategy, which has been used frequently in the economics of
education literature to mitigate potential bias resulting from omitted variables. Second, this study conducts analyses based on two data sources—
the Early Childhood Longitudinal Study–Kindergarten Class (ECLS-K)
as well as the National Education Longitudinal Study (NELS)—to determine if results are robust across data sets and grade levels, which indeed
is what is found.
After controlling for prior year test score and other variables, the results
are remarkably consistent across data sets, specifications, subject areas, and
grade levels. There is little to no evidence that school uniforms raise
achievement. If anything, the impact appears to be negative. Overall,
children in schools with mandatory school uniform policies appear to perform worse than their peers in similar schools without mandatory school
uniform policies. Although there can be much to be gained from studying
and implementing successful education policies of other nations, the case
of school uniforms does not appear to such an example.
850
Educational Policy
The next section reviews the research on school uniform policies and
discusses the methodology each author used to study this topic. The third
section describes the two data sets used in this study, the ECLS-K and the
NELS. Subsequently, I discuss the empirical strategy used in this analysis.
Results are reported in the fifth section. The final section concludes and
discusses implications for policy.
Literature Review
Empirical research into the effects of public school uniform policies in the
United States almost always begins with the case of Long Beach, California;
though selected schools in Washington, D.C.; Baltimore, Maryland; MiamiDade County, Florida; Bridgeport, Connecticut; and Detroit, Michigan, had
already required them as early as the 1980s. The Long Beach case drew
national headlines when President Bill Clinton in 1996 declared,
If it means that the school rooms will be more orderly and more disciplined
and that our young people will learn to evaluate themselves by what they are
on the inside, instead of what they’re wearing on the outside, then our public
schools should be able to require their students to wear school uniforms.
(Quoted in White, 2000)
In 1994, Long Beach, California, became the first large urban school district in the United States to require all students from kindergarten to eighth
grade (altogether 58,500 students) to wear uniforms. The results were dramatic. In the first year after implementation, overall school crime decreased
by 36%, sex offenses fell by 74%, fights between students dropped by 51%,
assault and battery offenses fell 34%, school suspensions dropped by 32%,
and vandalism decreased by 18%. Perhaps most important, less than 1% of
the students elected to opt out of the policy (U.S. Department of Education,
1996). Principals and teachers also cited significantly higher achievement
in some cases (Polachek, 1996).
However, critics have presented several persuasive arguments that weaken
the internal validity of these findings. Paliokas and Rist (1996) suggested
that other factors associated with the treatment may explain the stark results
seen in Long Beach. These factors include changes in community policing
practices and the introduction of other school security measures. The authors
also propose the phenomena of regression to the mean and Hawthorne
effects that may weaken the validity of the study. Posner (1996) proposed a
variant of the Hawthorn effect hypothesis, suggesting that the major change
Yeung / Are School Uniforms a Good Fit?
851
in Long Beach was not an actual change in student attitudes or behavior, but
a change in the way adults perceive uniformed students. If this theory is
correct, then the same beneficial results can probably be achieved without
the implementation of uniforms.
Since the Long Beach case, numerous studies have been published
presenting the results of individual case studies of schools or districts that
have implemented school uniform policies. The majority of the literature
has focused on school violence, often utilizing observational studies or
surveys of the attitudes or perceptions of students, teachers, principals, or
parents.1 However, the link between uniforms and achievement remains
relatively unexplored.
Utilizing information drawn from surveys of 301 principals and teachers
and 368 parents, Stevenson and Chunn (1991) found no direct effect of
uniforms on academic achievement, though their analyses are subject to
the research design issues that plague survey research. Murray (1997)
compared student responses in a school with school uniforms and a similar
school without and found the school with uniforms had a significantly
better school climate. He suggested that school uniforms may improve
student achievement through this mechanism of school climate. Brunsma
(2006a) looked at achievement trends for Mount Carmel Elementary
School (MCE) in Mount Carmel, Pennsylvania, from 1996-1997 to 20012002. He found that in the first year of implementation of a school uniform
policy at MCE, achievement in reading, mathematics, and writing took a
turn for the worse and the average test scores no longer mirrored the general
trends of similar area schools. He was quick to acknowledge, however, that
the results in no way suggest a causal relationship.
Pate (1999) studied the effects of uniforms in two Florida school districts,
one rural and one urban. Using a pre-post test quasi-experimental design,
she found that elementary school students in both the urban and rural school
district experienced significant gains in achievement the first year after the
implementation of a school uniform policy, as measured by number of promotions and reading test scores. Effects on discipline were mixed. Draa
(2005) conducted another quasi-experimental design in Ohio to measure the
impact of school uniforms on academic outcomes. Utilizing the time-series
nature of her data, she made four comparisons: same school comparison
over time, an intradistrict comparison between schools that had school
uniforms and schools that did not over time, an intrastate comparison, and
comparisons between matched schools. Given the number of analyses,
the results are difficult to summarize. Very generally, her results suggest
strong positive effects on attendance, weaker effects on graduation rates, and
inconsistent effects on reading and mathematics achievement.
852
Educational Policy
Two studies that have used multiple regression techniques to study the
effects of school uniforms on academic outcomes are Brunsma and
Rocquemore (1998) and Brunsma (2004). In the former study, the authors
used the NELS—one of the data sets I used in this study—to test the effects
of school uniforms on school attendance, behavior problems, substance
use, and academic achievement. Controlling for a set of school and student
characteristics, the authors found no direct positive effects of uniforms on
any of the outcomes listed previously. In fact, under certain specifications,
achievement is negatively and significantly associated with the presence of
school uniforms.
Brunsma replicated the 1998 analysis in 2004 using standardized tests
for specific subject matter to better isolate the effects of uniforms on
achievement in specific subject areas. As before, the results indicate that
uniforms have a negative and significant effect on reading achievement and
negative, though not statistically significant, effects in math, science, and
history, holding all else constant for students in the 10th grade. He found a
small but statistically significant negative effect in 8th-grade reading and
virtually no effects on the other exams. In the 2004 study, Brunsma also
conducted analyses using ECLS-K data. Using this set of data, Brunsma
found a significant and positive effect in reading, but not mathematics. The
results are close to zero for both of the exams for kindergarten children.
This study builds on Brunsma and Rocquemore’s (1998) and Brunsma’s
(2004) research in one important way. It controls for a previous year of test
score data within a multiple regression framework, thereby mitigating problems of selection bias that may result from a simple cross-sectional study.
As with the latter Brunsma study, it uses two data sets to disentangle the
role age plays in successful uniform policies.
Data
ECLS-K
There are two sources of data for this study, both published by the
National Center for Education Statistics (NCES). The first is the ECLS-K,
a nationally representative cohort of children beginning in their kindergarten year in the fall of 1998-1999. Altogether, six waves were conducted,
with the final wave taking place in the spring of 2004, when the children
were attending fifth grade. The survey used a multistage probability sample
design to select the schools and students sampled (Tourangeau, Nord, Le,
Pollack, & Atkins-Burnett, 2006). The data used in this particular analysis
Yeung / Are School Uniforms a Good Fit?
853
come from the public use version of this data set and are based on 8,867
observations.
One of the key strengths of the ECLS-K is its effort to collect data at
various levels of analysis. In each round of data collection, children are
assessed and information is collected from parents. Teachers, school
administrators, and school office staff were also surveyed at various points
of the study (Tourangeau et al., 2006). Most of the variables used in this
study are from the spring third grade wave, with the exception of the variables measuring achievement in previous years.
Descriptive statistics for the ECLS-K data can be found in Table 1. As
indicated by Table 1, a little more than a quarter (26.3%) of the sample
attended a school that required a school uniform. This binary variable has
a standard deviation of 0.440. Somewhat surprisingly, an almost equal
number of public school students as Catholic school students attend a
school with a uniform requirement, as shown by Table 2. However, the
shares are significantly different, as 9 out of 10 Catholic school attendees
wear uniforms versus 15.3% of public school attendees.
The two dependent variables from the ECLS-K used in this article are
the third-grade reading and mathematics t scores. The t scores are measures
of ability based on performance on standardized examinations rescaled to
a mean of 50 and standard deviation of 10. A score of 50 indicates that a
child is performing at a level comparable to the national average. In this
sample, the mean reading and math scores are slightly above 50, with the
third-grade reading t score centered at 51.971 and the third-grade mathematics t score centered at 51.813. Standard deviation is below the 10 point
population standard deviation for both scores with a 9.335 standard deviation for the reading t score and a 9.394 standard deviation for the math t
score.
As one would expect with a nationally representative survey, the share
and standard deviation of male children in the sample is approximately
one half. About four fifths of the sample attend a public school, whereas
13.6% of children in the sample attend a Catholic institution. White, nonHispanic children represent the majority of the sample, providing more
than 73% of the observations. They are followed by Hispanics and
Black, non-Hispanics, who represent 13.2% and 12.2% of the sample,
respectively.
The data set also includes two linear composites intended to measure
socioeconomic status and parental involvement. The former scale was provided by the ECLS-K and is derived from questions regarding household
income, parental educational attainment, and parental occupations. The
854
Educational Policy
Table 1
ECLS-K Descriptive Statistics
Variable
Mean
Dependent Variable
3rd Grade Reading T-Score
51.971
3rd Grade Math T-Score
51.813
School Uniform Required
0.263
Student and Family Characteristics
Male
0.500
Socioeconomic Composite
0.000
Below Poverty Level
0.153
Race
White, Non-Hispanic
0.731
Asian
0.065
Pacific Islander
0.019
Hispanic
0.133
Black, Non- Hispanic
0.122
American Indian/Alaskan Native
0.023
Multi-Racial
0.005
Special Education Student
0.065
Parental Involvement Composite
0.000
Parents’ Highest Education Level
8th Grade or Below
0.015
9th – 12th Grade
0.044
High School Degree or Equivalent
0.199
Vocational/Technical Program
0.053
Some College
0.298
Bachelor’s Degree
0.212
Some Graduate School
0.032
Masters Degree or Equivalent
0.091
Ph.D., M.D. or Other
0.055
School Characteristics
School Type
Public
0.795
Catholic
0.136
Other Religious Private
0.055
Private, Non-Religious
0.014
Location Type
Large and Mid-Size City
0.341
Large and Mid-Size Suburb and Town 0.400
Small Town or Rural
0262
Region
Northeast
0.186
Midwest
0.298
South
0.314
West
0.202
Standard
Deviation
Minimum
Maximum
9.335
9.394
0.440
14.749
18.426
0.000
84.398
84.398
1.000
0.500
0.566
0.360
0.000
-5.674
0.000
1.000
1.902
1.000
0.444
0.247
0.138
0.339
0.327
0.149
0.070
0.246
0.566
0.000
0.000
0.000
0.000
0.000
0.000
0.000
0.000
-1.9…
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