CHAPTER 1

This chapter presents a thorough introduction of the project, that gives important justification on
why this study will be conducted.

A. Jesus’ Flock Academy

Jesus’ Flock Academy was founded in June 2000. It is the church in action. It is a church-school,
therefore, it works as part of the church ministry. It follows the principles of the Scriptures in all
aspects of administration and is submitted to the elders of Jesus’ Flock, Inc. who provides the
spiritual and directional covering.
Jesus’ Flock Academy exist to produce individuals who are worshippers, disciples, and
responsible citizens who will make an impact in the world for God.
It teaches students to see life from God’s point of view, to take responsibility for their own
learning, and to walk in wisdom, all activities, both academic and extra curriculum, aim to
develop in each student excellence both academics and in character
Jesus’ Flock Academy is under School of Tomorrow®, Philippines (“SOT®P”), formerly known
as Accelerated Christian Education (“A.C.E.®”) Philippines, is a division of Pacific Rim
Educational Foundation (“PREF”), Inc. It has offered professional expertise in curriculum, in-
service training, and extracurricular activities for Christian schools in the Philippines for over
forty (40) years.
Leadership training for Christian educators in the distinctive of the SOT® system is also
provided. In addition, educators are updated annually through seminars, trainings, conventions,
and conferences. These activities focus on wisdom, which is the chief distinctive of the
curriculum.

SOT®P is the sole entity authorized by A.C.E.®, also known as ACE School of Tomorrow®, for
the operation, management, and servicing of its educational program, as well as the production,
distribution, and circulation of its educational materials in the Philippines and Cambodia.

B. The Agency OPIF or Strategic Directions

The goal of Jesus’ Flock Academy is to reach the Philippines for Christ, One Child at a Time.
As an educational institution, JFA works towards ACADEMIC EXCELLENCE through the
School of Tomorrow or the Accelerated Christian Education (A.C.E) Program. JFA provides the
students with a complete preschool, elementary and secondary academic program aimed at
preparing them to go to higher education and into business and professional pursuits with
confidence and superb educational background. SOT® or A.C.E Program is a primary and
secondary academic system that combines the traditional one-room school, called the Learning
Center, with complete individualized, diagnostically prescribed learning.
As a church ministry, JFA give emphasis to CHARACTER-BUILDING. The A.C.E curriculum
is distinctive in its inclusion of wisdom as a deliberate aspect of the learning process. Biblical
values and concepts considered foundational to meaningful interpersonal relationships and
productive living are conveyed throughout JFA’s program in such a way as to become life-
shaping influences. Character training received as a part of the learning experience prepares
students to welcome and accept challenges and future opportunities come their way.
JFA’s mission of academic excellence and character building seeks to fulfill the vision of
producing worshippers, disciples, and responsible citizens who will make an impact in the world
for God – WORLDCHANGERS.

C. The MFO or KRA

For the past 5 years the enrolment of JFA Solano is presented below

As shown in the table the number of enrollees for the year 2019 is ___ : 2020 is__ : 2021 is __:
2022 is ___ : 2023 is ___ . The average number of enrollees for the past 5 years is ________.
This is the number of students who needs intervention with regards to their transport from school
to their homes.

C. The Problem and Proposed Intervention

a. The problems:
For some parents, they could not bring their children to school personally due to their
work. If they will accompany their children personally to the school, it will affect their
work performance. This is an everyday challenge for a parent to compromise the safety
of their children as they go to school hiring a tricycle. Even for parents who have other
little kids, whom they cannot leave them at home without any adult supervision. It will be
more expensive if everyone will go to school just to bring the student child hiring a
tricycle. Another problem is when the working parent needs to get ready to go to work,
there is time constraint in the preparation for both the parent and the student causing them
to be late.
On the other hand, there other problems encountered by the parents during fetching time
especially if the student dismissal is earlier than the time out of the parent from their
 work as an employee. Sometimes parents with other children worry where to leave them
just to fetch the student child.

b. The proposed interventions: opportunities and prospects

The provision of safe transportation for student of JFA will alleviate problems
encountered by the parents in transporting student child to and from the school. This will
lessen the tardiness of the student child. Moreover, this will develop the promptness
amongst students, instilling in them the values of being independent, reliable and
cautious.
With this, there is opportunity to tie-up with the school for business endeavor that would
create additional income for the school and the operator.

c. Significance of the interventions

The significance of the intervention in terms of the provision of school bus would:
1. Ensure safe transport of the students to and from the school.
2. Solve problems on tardiness on both student child and the working parent.
3. Relieve parents from worries and burden in sending and fetching the student child to
and from the school.
4. Give the parent more time to be productive in utilizing their time.
5. Develop promptness amongst students.
6. Instill values of being independent, reliable and cautious amongst students.
7. Create business opportunities for the school and the operator.
Chapter 2: Review of Related Concepts and Projects and the ReP Framework
A similar study was conducted in Michigan for public school students as follows:
a. Nearly 50% of all U.S. public school students ride the bus to and from school every day.
Although bus transportation is a critical resource for students, it is not without costs. The
high expense of bus transportation has led many school districts to cut the number of
routes available, cut transportation services altogether, or curb expenses by providing
public bus passes or contracting rideshare services. Families report that the biggest
barrier getting kids to school regularly is transportation. The school bus often provides a
solution to this challenge and gives students a reliable mode of transportation between
home and school. Free and accessible district-provided transportation also removes the
logistical and financial burdens of school transit from parents. Particularly for students
from economically disadvantaged families without access to personal vehicles or from
families where parents have inflexible work schedules, school buses provide a practical
option to get to school. Previous studies show that attendance does affect student
outcomes, school finances, and school accountability ratings in 70% of states. It follows
that district-provided transportation could affect test scores by helping increase how often
students attend school. In addition to providing students with reliable transportation,
school buses are the safest vehicle on the road. Students are about 70 times more likely to
get to school safely when taking the bus instead of a passenger vehicle.

b. Providing safe transportation can prevent students from having to walk long distances
through neighborhoods with higher rates of violent crime. While riding the bus presents
students and families with several benefits, there are potential drawbacks as well. Early
pick up times and long commutes on the school bus can lead to students having less time
for homework, extracurricular activities, and sleep. Bus commuting can also place
students in potentially negative social environments that can impact attendance such as
bullying and fighting. Recent evidence links riding the bus and increased attendance. This
study contributes to existing research by providing some of the first causal evidence of
bus transportation eligibility on student attendance and achievement.

c. While eligibility has no major effect on student attendance or achievement overall,

economically disadvantaged students who were eligible for district-provided
transportation were less likely to be chronically absent. This finding expands on previous
research that shows increased attendance improves students’ cognitive and non-cognitive
outcomes. While this study can’t determine whether school buses have a greater impact
on attendance and achievement than other modes of transportation or what the effects are
of longer periods of time spent on the bus, it does give district leadership greater insight
into the benefits of expanded bus eligibility. This finding suggests policymakers and
district leaders could consider using transportation as an intervention for chronically
absent students. Providing this resource to economically disadvantaged students can
 provide an opportunity for these students to increase crucial learning time in school,
which may in turn impact their academic achievement.

B. Presents the ReP Framework

a. The related literature presented and the proposed study are similar in a way that could
solve problems on parents concerns and challenges encountered. Also on students’ safety
and performance. It will also develop the promptness amongst students, instilling in them
the values of being independent, reliable and cautious. And also give the parent more
time to be productive in utilizing their time.
However, the scope of the Michigan study is wider that included the entire district of
public schools while this undertaking is only limited to only one private institution.

b. Aside from providing better transport of students to and from the school, the provision
of school bus would improve discipline and punctuality amongst students; more time
both working parents and non-working parents on daily activity; less worry for parents.