The effect of a re-implemented student dress code policy on Keystone Algebra Examination scores: Students' and other stakeholders' perceptions of the effect of a re implemented high school dress code policy on school safety, discipline, and the learning

Whether to have or not to have a dress code within a state, school district, or individual school has been the source of continuing debate. Opponents of adopting school dress codes or school uniforms often focus on the legal issues and effectiveness surrounding such policies. This study examined the effectiveness of a re-implemented student dress code policy using a sequential explanatory, mixed methods design.;The focus of the quantitative portion of the study was to determine whether there was a significant difference in the 2011 and 2013 results of the Keystone Algebra Examinations for high school students pre- and post-dress code reinstitution at one high school. The qualitative portion of the study gave voice to selected students, parents, teachers, and administrators by assessing their perceptions of the dress code policy's effectiveness on school safety, discipline, and the learning environment.;A statistically significant difference was found between the mean scores on the Keystone Algebra Examination in 2011 (pre-dress code re-implementation) and 2013 (post-dress code re-implementation). The increase in the 2013 scores can be partially attributed to the 2012-2013 reinstituted dress code policy. Five other variables-LEP/not gifted, Title I, English Language Learners, Title III, and Economically Disadvantaged-were found to be other potential contributing factors in the 2013 scores.;The overall qualitative findings indicated that, through the perceptions of the 12 interviewed stakeholders, that the reinstituted dress code policy had a positive influence on school safety, discipline, and the learning environment at the high school.;This study provides exploratory evidence that the reinstituted high school dress code can support academic achievement and can have a positive influence in a high school.