Abstract
The common notion of the use of uniforms in schools is that it impacts positively on student achievement through improved academic performance leading to a reduction in drop-out rates. However, this perception lacks backing from empirical studies and has often been subjected to debate, opponents of the policy argue that the imposition of uniforms in schools is an infringement of students’ individual rights (Bodine, 2003). The research will determine the effect of uniforms on achievements by students in northern Florida in light of the increased number of schools adopting a mandatory school uniform policy. We will use stratified sampling to select six schools spread across the rural, urban and suburban areas in northern Florida. The schools selected must have used the uniform policy for the last three years and will be the basis for comparison of students' achievements before and after the adoption of the uniform policy.
We will gather both qualitative and quantitative data. Whereas quantitative data will be used to develop statistical associations between the variables, qualitative data will give us insights into the underlying ideas, opinions and thoughts surrounding the adoption of school uniforms (Bodine, 2003). We will also rely on secondary sources of data found in previous studies and obtain primary data by issuing questionnaires and administering interviews. The research will employ a raft of methodologies all aimed at determining the influence school uniforms on the achievement by students as measured by standardized tests ( Isaacson, 1998).
Introduction/ background
The emergence of school uniform policy has sparked debate over their effectiveness in positively impacting on school behavior, school achievement, and drop-out rates. A growing proportion of school administrators advocates for the school uniform policy as evidenced by the rise in the number of schools in the United States adopting the policy from 3 percent in 1996 to 21 percent of schools in 2000 (Workman & Studak, 2008). Proponents of the school uniform policy believe that uniforms create an equitable and safe learning environment, improve discipline and boost the grades scored at school. On the other hand, dissenters of school uniforms view them as a violation of students’ First Amendment rights and an inhibition of students' right to expression through dressing (Bodine, 2003)
The uniform policy has in the past been endorsed by President Bill Clinton, who in his State of the Union address in 1996 underscored the importance of uniforms in combating bad behavior and promoting quality in schools. Moreover, the beginning of the No Child Left Behind era under President George Bush increased the pressure on schools to be accountable and improve students’ educational outcomes. The adoption of school uniforms was one of the measures adopted by several schools to achieve this goal (Isaacson, 1998).
The extensive support for uniforms has the perception that the use of attires in school increases students' achievements, an idea that has been contradicted by studies (Bodine, 2003).
This research will seek to assess the effect of using school uniforms on the students’ achievement. The purpose is to determine whether the adherence to a strict dress code by students reduces indiscipline cases and improves students’ outcomes. It will also consider the psychological impact of wearing uniforms on the students
Problem Statement
Presently, there are mixed results from published reports and literature studies. Given the increased pressures on schools to perform following the advent of the No Child Left Behind Policy in 2002. Many administrators and school districts adopted the school uniform policy to improve students’ achievements. School uniforms could be the remedy for the poor performance and discipline problems encountered in schools in northern Florida, but so far no study has been conducted to show the impact of school uniforms on performance in the area. Studies done in other parts of the country have often yielded mixed results. This makes it necessary to conduct a study and draw conclusions that can be applied to the local situation.
Additionally, this study is informed by the fact that wide backing for school uniforms by administrators, politicians and school districts is primarily driven by belief rather than evidence (Workman & Studak, 2008 ).
Theory, assumptions and background literature
Our literature review will draw from a range of documented sources as well as viewpoints that either support or dissent the use of school uniforms. We will also include in our study; empirical data gathered from previously conducted longitudinal studies on the subject. Examples of longitudinal studies include the works of David Brunsma who conducted a ten-year empirical study on the same. Brunsma (2006), concluded that the use of school uniforms or the failure thereof has an insignificant effect on student behavior and academic achievement.
The literature review will involve the divergent viewpoints raised on the subject. Despite the lack of data to support the notion that uniforms have immense positive effects on students achievement, there exists a huge backing for the uniform policy by proponents such as parents, students, and administrators. Others have pointed out that it would be difficult to delink the correlation between school uniforms and student achievement if the latter was influenced by other policies and measures in operation at the same time (Draa, 2005). According to Boutelle (2008), the impact of using adopting the uniform policy is readily noticeable by the administrators and thus they are in a better position to advise on the same
Variables and Hypotheses
Research questions
This study seeks to answer these questions:
Does the use of uniforms improve the academic performance of students in northern Florida schools?
What is the impact of the uniform policy on the size of the graduation cohort of Northern Florida schools?
What is the effect of the use of school uniforms on the behavior of students in northern Florida schools
Research hypotheses
Use of uniforms by students will reduce the drop-out rates thus increase the size of the graduating class.
Operational definitions and measurements
In this study, the academic achievement of students will be measured using the test scores of standardized tests as well as the class attendance rates. The dependents variable in the study is the student achievements and outcomes while the independent variable is the use of uniforms
Research design and methodology
Administrators from six different Florida high schools will be sampled for interviews. The interview questions will be aimed at obtaining the administrators’ views on the impact of uniform policy in their schools and extent thereof.
The study will gather two sets of data on academic performance and the number of students graduating annually in the selected schools. The first set will constitute records before the adoption of a strict dress code while the second set is data recorded after the adoption of a strict dress code for all students. The two data sets will be compared to determine any differences regarding student achievements.
We will employ an exploratory research design in which we will delve in determining the benefits of the uniform policy to schools in enhancing academic achievement. Since academic achievement is strongly linked to the dropout rates, we will consider data on the rates of dropout.
Instrumentation/Sampling
A stratified random sampling method will be employed where we will stratify schools in northern Florida on the basis of those that have had a uniform policy for the last three years; we will then distribute the schools along the rural, urban and suburban regions. The stratified sampling method will enable us to reduce significantly the sampling error and adhere to the standards set for such studies.
We will use both qualitative and quantitative data to establish associations. Quantitative data will constitute the percentage changes in academic performance and whether there is an increase in test scores in the two sets of data. On the other hand, qualitative data will be gathered from the general feeling of administrators, students, teachers and parents towards the uniform policy (Ketchen & Bergh, 2004)
Data analysis
The quantitative data will be grouped then imputed into the SPSS software so as to develop a regression model. The regression model will establish the relationships between the students’ achievements as indicated by test scores and graduating cohorts against the requirement whether or not to wear a uniform. The model developed will enable us to modify aspects of the independent variable and observe the corresponding impacts on the dependent variable. Similarly, the ANCOVA test will be used to check the validity of the hypotheses made regarding the dependent and independent variables while at the same time adjusting for covariates such as race and disabilities. The analyzed data will then be presented in table format and used to draw inferences that will contribute to the field of study (Ketchen & Bergh, 2004).
Conclusions, interpretations, and recommendation
In light of the reviews from previously conducted studies, we expect to find that the use of uniforms has a positive impact on students’ achievement. The change in dropout rates will be determined through a comparison of the graduating cohort before and after the adoption of the uniform policy. We also anticipate the responses by the administrators to support the uniform policy since they view the policy to be responsible for the improvement in achievement outcomes. Students, on the other hand, are expected to dissent the adoption of the uniform policy whereas parents will laud the policy for ensuring uniformity and eliminating discrimination among students on the basis of clothing.
Ultimately the impact will be obtained by comparing the performance and graduating sizes before and after the adoption of the uniform policy although it would be difficult to assess the impact since there could be other factors impacting on the change in achievement. This study will enrich current literature regarding uniform policy in schools and help in decision making aimed at improving performance in schools.
References
Bodine, A. (2003). School Uniforms and Discourses on Childhood. Childhood, 10(1), 43-63. http://dx.doi.org/10.1177/0907568203010001003
Boutelle, M. (2008, February). Uniforms: Are they a good fit?. Education Digest, 34-37.
Brunsma, D. L. (Ed.). (2006). Uniforms in public schools: A decade of research and debate. Lanham, MD: Rowman & Littlefield Education.
Draa, V. A. B. (2005). School uniforms in urban public high schools (Doctoral dissertation, Youngstown State University, 2005). Retrieved September 27, 2009, from ERIC database.
Isaacson, L. (1998). Student dress policies. [Eugene, Oreg.]: [ERIC Clearinghouse on Educational Management, University of Oregon].
Ketchen, D. and Bergh, D. (2004). Research methodology in strategy and management. Amsterdam: Elsevier
Workman, J., & Studak, C. (2008). Use of the Means/Ends Test to Evaluate Public School Dress-Code Policies. Educational Policy, 22(2), 295-326. http://dx.doi.org/10.1177/0895904805289208
