For example, if a particular school district, group of districts, or even an individual school wished to gather information on whether or not the wearing of uniforms helped students focus better in class, a good approach might be (over a two-semester or perhaps two-year period) to interview teachers about their perceptions of their students' ability to focus in class when they do not where uniforms, and then repeat the identical interview questions after the time period when they have worn uniforms

             Another way, used either alone or in combination with the teacher interviews, would be to interview the students themselves, in order to ascertain, after they had tried both school clothing alternatives (only one set of student interviews would be necessary here, as opposed to two sets of teacher interviews) which they now preferred. However, if one is trying to prove an empirical point about school uniforms, a quantitative study might carry more weight. Such as study of this subject might consist of having teachers track students' course grades during a semester or year that they did not wear uniforms, and again during the semester that they did. A good way to do this, if possible (though these preferred circumstances are not easily arranged, especially by a graduate student) would be to have a sample population of teachers, within a school or across school or districts, track student grades first in the fall semester (not wearing uniforms) and then again in the spring semester (wearing uniforms). In that same vein, administrators at the school could simultaneously track incidents of school violence or other disruption, and compare those numbers form one semester to the next.

             A topic like this is probably best approached either as an anecdotal (i.e., for your information) study, which works better as a qualitative study, or as an empirical study (say by a school superintendent who is trying to make a point that all schools in his district should adopt uniforms).