Effects of school policies on academic performance in mixed day schools in kenya: a case study of kisumu east

It has been realized that investment in the education of the youth at secondary level improving the quality of life for developing nations. Many secondary schools and universities have been built and free primary and secondary education introduced to enhance academic achievement. Despite the Governments’ commitments to provision of education policies to improve students’ performance, in 2007, Kenya Certificate of secondary Examination only 42 students out of 1045 students got B+ and above to join public universities through Joint Admission Board. The purpose of this study was to investigate the effects of school policies on academic performance in mixed day secondary schools in Kisumu East District. The objective of the study was to find out the influence of school policies on academic performance in mixed day secondary schools in Kisumu East, District, Kenya. The major findings of the study was that school policies had positive and negative influence on the academic performance of students in mixed day secondary schools in Kisumu East District. Recommendation from the study includes thinned for housing of teachers in the school so that they give students more time for consultation. Further research should be done on the role of parents on the education of their children. Although educational policies play a big role in academic performance, Guidance and Counseling, parental support helped to improve student’s performance. The findings of this study will be useful to the administrators, parents, teachers and students in improving academic performance in mixed day secondary schools.