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  Partner: UNT Libraries
 Degree Discipline: Educational Administration
Mainstream Success Following Placement in a Modified Type II Setting

Mainstream Success Following Placement in a Modified Type II Setting

Date: May 2005
Creator: Reeder, Richard C.
Description: The topic of alternative schools is widely available in the literature; however, once a student has been labeled a "troublemaker" and has been placed in a District Alternative Education Program (DAEP), a Type II setting, there is limited information about the overall success of students upon their return to the mainstream. This study compared the success of students formerly placed in a modified disciplinary Type II setting, once they have returned to the mainstream, with their success prior to disciplinary placement. The purpose of the study was to examine if disciplinary measures that remove students from the mainstream environment negatively impact the variables that measure school success, despite legislative mandates such as No Child Left Behind, which advocates success for every student. The population for this study was 86 7th- through 11th-grade students assigned to a DAEP in Texas during the spring of 2003. A comparison of pre- and post-placement dependent variables measuring school success-attendance, passing core courses, behavioral achievement, standardized test score achievement, recidivism, and dropout rates-comprised this study. The independent variables-gender, ethnicity, grade level, socioeconomic status, and disciplinary offense-were used to compare and analyze each dependent variable. The dependent variables of attendance, passing core courses, and behavior demonstrated ...
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Math literacy: The relationship of algebra, gender, ethnicity, socioeconomic status, and AVID enrollment with high school math course completion and college readiness.

Math literacy: The relationship of algebra, gender, ethnicity, socioeconomic status, and AVID enrollment with high school math course completion and college readiness.

Date: August 2009
Creator: Edge, Donna L.
Description: The questions guiding this research seek to discover the factors that affect high school math course completion and college readiness in a Texas suburban public school district. The first research question examines the relationship between 8th grade completion of Algebra I and high school mathematics course taking patterns and college readiness. The second question evaluates the relationship between race, gender, socioeconomic status and enrollment in the Advancement Via Individual Determination (AVID) program to college math readiness and high school mathematics course completion. Participants included 841 high school graduates of the class of 2006; 76% of the graduates were White, 15% Hispanic and 7% African American. Twenty-three percent of students were economically disadvantaged and 46% of students completed Algebra I in 8th grade. Chi-square, Cramer's V, and multiple regression were conducted to evaluate possible relationships between variables. The Chi-square and Cramer's V showed statistically significant (p<.05) relationships between 8th grade algebra completion and both college readiness and high school math course completion. A significant statistical relationship was also found between college readiness and each of the independent variables, ethnicity, economic status, completion of 8th grade algebra and enrollment in AVID. The number of math courses completed in high school was statistically ...
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Mentoring the first-year superintendent in Texas public schools.

Mentoring the first-year superintendent in Texas public schools.

Date: May 2002
Creator: McNulty, Rock Edward
Description: This study determined what mentoring experiences first-year superintendents have had and what they need from a mentoring relationship. Structured interviews and field notes were used in this qualitative study focused on Texas first-year superintendents' perceived needs from mentors. Three patterns of mentoring relationships were found: 1) no mentor in the first year, 2) mentor-protégé relationship - those who developed mentoring relationships early in a career with a more senior person in the same school system, and 3) mentoring relationships of convenience - young relationships which developed outside the same system. Skills and knowledge areas novice superintendents identified as critical for mentor assistance were school finance, development of effective relationships with groups that have expectations of the superintendent while also improving student achievement, and working within the politics of the position. Mentor characteristics novice superintendents considered necessary for a positive effect on job success include: trustworthiness, confidentiality, empathy, encouraging, active listening, and integrity. An attitude in which the mentor problem solved with the protégé, and did not give an immediate solution was displayed. Mentors actively and frequently initiated contact. Ideas were freely exchanged, giving the protégé undivided attention while not making the protégé feel inferior. The effects that previous mentoring experiences ...
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Networking of North and West Texas Superintendents

Networking of North and West Texas Superintendents

Date: May 2010
Creator: Barber, Glenn E.
Description: This study examined the professional networking of North and West Texas public school superintendents. It looked at how these superintendents professionally network, use professional organizations in networking, and how they extend opportunities beyond the organizations to gain knowledge and information about their demanding and stressful responsibilities. Lastly, it looked at superintendents in the field on whom others rely for knowledge and understanding. Surveys were mailed out to 443 North and West Texas public schools. Only the superintendents from those districts were asked to complete the survey. This limitation was desired to restrict the population to only the superintendents of schools, thus focusing the study on the professional networking of only superintendents. Three hundred sixty (360) superintendents responded to the survey, a return rate of 81.3%. This research concluded that superintendents professionally network by communicating through monthly meetings, organizational conferences or meetings, or email. Their networks are facilitated through communication, contacts, location, longevity, and organizational associations. These organizations provide the superintendent's primary network contact. The number of contacts in a network is usually a small group of 5 to 9 professionals who are known from longevity in the profession, prior educational positions, similar district size, being located in or near a ...
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A New Era of Educational Assessment: the Use of Stratified Random Sampling in High Stakes Testing

A New Era of Educational Assessment: the Use of Stratified Random Sampling in High Stakes Testing

Date: December 2013
Creator: Brown, Stephanie N.
Description: Although sampling techniques have been used effectively in education research and practice it is not clear how stratified random sampling techniques apply to high-stakes testing in the current educational environment. The present study focused on representative sampling as a possible means for reducing the quantity of state-administered tests in Texas public education. The purpose of this study was two-fold: (1) to determine if stratified random sampling is a viable option for reducing the number of students participating in Texas state assessments, and (2) to determine which sampling rate provides consistent estimates of the actual test results among the population of students. The study examined students’ scaled scores, percent of students passing, and student growth over a three-year period on state-mandated assessments in reading, mathematics, science, and social studies. Four sampling rates were considered (10%, 15%, 20%, & 25%) when analyzing student performance across demographic variables, including population estimates by socioeconomic status, limited English proficiency, and placement in special education classes. The data set for this study included five school districts and 68,641 students. Factorial ANOVAs were used initially to examine the effects of sampling rate on bias in reading and mathematics scores and bias in percentage of students passing these ...
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Ninth grade student success: An analysis of a credit recovery program.

Ninth grade student success: An analysis of a credit recovery program.

Date: December 2003
Creator: Christian, Fredelyn Walters
Description: The purpose of the study was to determine the extent to which a credit recovery program improved the academic success for high school freshmen. For the purpose of this study, academic success was defined as whether or not the student advanced from 9th to 10th grade. A total of 255 students from two junior high schools and one comprehensive high school were included in the study. Independent variables included program, gender, ethnicity, socioeconomic status, TAKS Reading/Language Arts results, and TAKS Mathematics results. A review of related literature provided background information regarding the issues surrounding high school freshmen, dropouts, grade retention, and effective intervention programs. This quantitative study utilized descriptive statistics and logistic regression to analyze the relationship between the independent variables and student success as measured by whether or not the student advanced from ninth to tenth grade. In addition, the study examined the odds of success if participating in the credit recovery program. Sources of data included Incomplete and Failure Listing, Ninth Grade Advisor Listing, Tenth Grade Advisory Listing, and the Student Roster-Fall Collection. The Ninth Grade Success Initiative Program Evaluation for Cycles 6, 7, and 9 provided the individual student results of participation in the program. Levels of ...
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Parental Rights: Curriculum Opt-outs in Public Schools

Parental Rights: Curriculum Opt-outs in Public Schools

Date: August 2010
Creator: Rogers, Tommy Kevin
Description: The purposes of this dissertation were to determine the constitutional rights of parents to shield their children from exposure to parts of the public school curriculum that the parents find objectionable on religious, moral, or other grounds and to determine the statutory rights of parents to remove, or opt-out, their children from objectionable parts or all of the public school curriculum as set forth in the statutes of the 50 states and the District of Columbia. Many pivotal federal court cases dealing with parent rights and curricular issues, including Mozert v. Hawkins County Board of Education (1987), Vandiver v. Hardin County Board of Education (1987), Brown v. Hot, Sexy, & Safer Productions, Inc. (1995), Leebaert v. Harrington (2003), and Parker v. Hurley (2008) were surveyed using legal research methods. Specific types of curriculum opt-outs (e.g., sex education, comprehensive health programs, HIV/AIDS instruction) granted by each state were ascertained. States' statutes and regulations were categorized as non-existent, restrictive, or permissive based on the scope and breadth of each state's curriculum opt-out statute or regulation. A long list of federal court rulings have provided public schools the right to teach what school boards and administrators determine is appropriate. Parents did not have ...
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Placement in the prekindergarten bilingual and English as a second language programs as a predictor of reading achievement of 3rd grade students.

Placement in the prekindergarten bilingual and English as a second language programs as a predictor of reading achievement of 3rd grade students.

Date: December 2004
Creator: Vannoy, Martha
Description: At the beginning of the 21st century, few challenges for educators compared to that of meeting the academic needs of the growing number of limited English proficient (LEP) students. Divergent views on whether those needs were best met through instruction in the student's first language and English, known as bilingual education, or instruction solely in English, compounded the challenge and led to varied language support programs. The present study looked at the prekindergarten (preK) language support program as a predictor of 3rd grade reading achievement of students with the intention of helping educators understand how best to serve LEP students. The study included an analysis of 3rd grade reading achievement for four groups of students with a primary home language of Spanish who attended bilingual or ESL prekindergarten. Multivariate analysis of variance (MANOVA) followed by descriptive discriminant analysis (DDA) was used to analyze scores from the Iowa Tests of Basic Skills (ITBS) reading test and the Texas Assessment of Knowledge and Skills (TAKS) reading test. No statistically significant difference in 3rd grade reading achievement was found among the four groups at the .05 level. There was, however, a small-to-medium effect size. The MANOVA indicated that the group to which the ...
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Practices and Policies in High Schools to Prevent Educator-to-Student sexual Misconduct: A Principal's Study of Knowledge and Experiences

Practices and Policies in High Schools to Prevent Educator-to-Student sexual Misconduct: A Principal's Study of Knowledge and Experiences

Date: December 2010
Creator: Spain, Carolyn
Description: The purpose of this study was to investigate high school policies and procedures that address educator sexual misconduct. High school principals completed an online questionnaire which addressed administrator knowledge of state and federal laws and regulations; knowledge of district policies and procedures; experience with educator sexual misconduct; training and communication available in their schools and school districts for staff, parents, and students; the policies and procedures in place in secondary schools to prevent educator sexual misconduct; and related problems that are reported to school administrators. Responses were compared by school size, community type, and Title I eligibility. The findings of the study revealed that principals feel they have knowledge of the federal and state laws and regulations, as well as the district policies and procedures. However, principals reported a lack of specific policies addressing sexual harassment and discrimination of gay, lesbian, bi-sexual, and transgender students; training for students and teachers in recognizing and responding to sexual misconduct; and sexual misconduct related to students with disabilities. In addition, most principals stated that their schools have not surveyed students to determine the extent of sexual harassment on the campus. Principals of the largest schools and the urban and suburban schools were more ...
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Predicting student performance on the Texas Assessment of Academic Skills Exit Level Exam: Predictor modeling through logistic regression.

Predicting student performance on the Texas Assessment of Academic Skills Exit Level Exam: Predictor modeling through logistic regression.

Date: August 2004
Creator: Rambo, James R.
Description: The purpose of this study was to investigate predicting student success on one example of a "high stakes" test, the Texas Assessment of Academic Skills Exit Level Exam. Prediction algorithms for the mathematics, reading, and writing portions of the test were formulated using SPSS® statistical software. Student data available on all 440 students were input to logistic regression to build the algorithms. Approximately 80% of the students' results were predicted correctly by each algorithm. The data that were most predictive were the course related to the subject area of the test the student was taking, and the semester exam grade and semester average in the course related to the test. The standards of success or passing were making a 70% or higher on the mathematics, 88% or higher on the reading, and 76% or higher on the writing portion of the exam. The higher passing standards maintained a pass/fail dichotomy and simulate the standard on the new Texas Assessment of Knowledge and Skills Exit Level Exam. The use of the algorithms can assist school staff in identifying individual students, not just groups of students, who could benefit from some type of academic intervention.
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