lack of simple, clear, uniform policies

I am a primary teacher and want to address how everyday, simple (appearing) organizational practices are handled at school sites. These practices are often nebulous at best and carried out in a very  haphazard, capricious manner resulting in some children having their needs met to the detriment of the needs of other children.  From site to site within any given district there are no uniform policies that are written down and followed. No one monitors practices that are not always in the best interest of all children. Also, there is no place for a teacher who observes these practices to go to for help to remedy them or to determine if, in fact, bad practices are in place. I will give two examples of practices that can seriously preclude or impede ensuring that we act in the best interest of all children.  I do so in the hope that we can extrapolate from these two to the myriad of other policies and procedures that might exist and need examining. 
1.) attendance and tardiness: 
The state has a wonderful attendance plan, but how it is implemented/enforced varies from district to district and from site to site within a district. (Teachers are often totally ignorant in regard to state and district policies and how their district or site will use them. Lack of consistency in implementation and ignorance of simple, powerful policies is a problem, especially for our neediest kids.) It is very important that elementary teachers and administrators know and use an attendance policy. We set the tone for later years. If we ignore attendance, we create a serious problem for our middle and high school teachers because it will be too late to undo the lost time and subsequent damage.  

2.) How classes are put together each year in elementary schools (what kid gets what teacher):
It is interesting to note that there is little, if any, research on how to best configure elementary classes in order to ensure that each child receives a quallity education. In fact, many districts have no policy in this regard. Individual sites have their "own way" of determining  which teacher gets which kids. This often results in many children not getting an equal education.  Kids are tracked early on for socio-economic factors. By second or third grade they have already lost the chance to be as successful as their cohorts. 

I hope that presenting these examples of haphazard, unclear, non-existent or self-serving  organizational practices which can preclude giving all children a quality education will generate further discussion of the role organizational practices play in putting together a successful Master Plan.