Search Results

Career Paths to the Texas Public School Superintendency

Description: This study focused on the identification of career paths that led to the Texas public school superintendency, including an examination of career path differences associated with gender, ethnicity, and district type, and on the identification of the career path positions superintendents perceived as being the most beneficial in preparing them for the superintendency. Additionally, the study examined place-bound versus career-bound superintendents. The most common career path to the Texas public school superintendency was secondary teacher, secondary principal, and superintendent. Female administrators and administrators who worked in large districts were more likely to take the director route to the superintendency. Additionally, most major urban superintendents took the director route to the superintendency. Ethnicity was not a significant factor in determining the career path to the superintendency. A significant correlation did exist between educational attainment and the secondary teacher, secondary assistant principal, secondary principal, assistant superintendent, superintendent career path. A higher representation of superintendent respondents who held earned doctorates existed in that career path than in any of the other career path groups. While educational attainment was important in higher paying districts, most Texas superintendents did not hold doctorates. Few held doctorates from the most prestigious, nationally recognized universities.
Date: December 2005
Creator: Farmer, Tod Allen
Partner: UNT Libraries

A Comparison of Principals’ Perceptions of Preparedness Based on Leadership Development Opportunities

Description: This research study identified the frequency in which six public school districts in Texas provided principals with effective development opportunities prior to the principalship excluding university or certification programs. A purposive sample of over 200 principals from six school districts in the Dallas/Fort Worth area were asked to participate in the study yielding a response rate of 41%. Respondents identified through a questionnaire their leadership development opportunities and perceptions of preparedness on nine standards common to the profession. Principals were nominally grouped for comparison. The perceptions of preparedness for principals who received effective leadership development opportunities were compared to those who did not receive these same opportunities using an independent samples t-test to determine statistical significance (p < .05). Peer coaching yielded the most statistically significant results in three standards. This finding indicates principals who receive peer coaching prior to the principalship compared to those who did not perceive themselves as more prepared in the areas of community collaboration, political, social, economic, legal, and cultural context, and curriculum, instruction and assessment. Effect size was measured for the statistically significance standards to determine practical significance. Each of the five statistically significant standards yielded a medium effect size indicating that the leadership development methods received by participants explained approximately 30% of the difference.
Date: August 2011
Creator: Holacka, Karin V.
Partner: UNT Libraries

An Analysis of Advisory Committee Activities in a Successful Public School Bond Election

Description: The purpose of this study was to determine the perceived effectiveness of specific advisory committee activities during a school bond proposal and election process. The study began with an extensive review of the literature on the use of advisory committee activities in school districts for the purpose of promoting a school bond issue. This revealed that school officials maintaining a low profile, the presence of a diverse community task force, focusing on YES voters, involving the committee in early planning, focusing on disseminating information, and focusing on benefits to children and the community are all important in the passage of a school bond election. A survey was developed and administered to committee members, school board members and school district administrators in a North Texas school district that had successfully completed a bond election. Survey respondents consistently supported the practices put into place by the studied school district, which closely mirrored the activities espoused in the research. Respondents believed the diversity of the task force and the roles of the committee members to be crucial to the passage of the bond. The only subcategory of questions that drew mixed reviews and positions of support was that of the need for the administration and board to maintain a low profile. Participants in the survey viewed having a diverse community task force, focusing on YES votes, involvement in early planning, focusing on disseminating information, and focusing on benefits to children and the community as being important to the successful passage of the school bond election, with clear dissemination of information being the most important activity of the committee.
Date: August 2004
Creator: Waters, Philo W.
Partner: UNT Libraries

An Analysis of Performance Differences Between Self-Directed and Teacher-Directed Alternative Education Campuses in Texas

Description: This study was conducted to analyze the performance differences between alternative education campuses in Texas that used teacher-directed strategies and those that used self-directed strategies. The study was also conducted to inform educators of the results these two strategies had achieved with at-risk students during the three years of 2006-2008. The study used the results from the Texas Assessment of Knowledge and Skills test as reported in the AEIS annual reports from the Texas Education Agency. Alternative education schools were grouped according to the strategy used to educate at-risk students. The results of the statistical tests showed the two strategies had similar performance results and there was no statistical difference between the two. The results offered several implications concerning the ability of at-risk students to achieve in alternative education schools including possible reasons why students who were previously unsuccessful became successful in alternative settings. The report also addressed the number of students who continued to be unsuccessful even when placed on an alternative education campus. Possible reasons for this continued inability to succeed are discussed. Recommendations for further research were listed at the conclusion of the study.
Date: May 2010
Creator: Wimberley, Alan
Partner: UNT Libraries

The Effects of Academic Interventions on the Development of Reading Academic Competence in Fourth Grade Students.

Description: This dissertation examined the effects of academic interventions on the development of reading academic competence in fourth grade students who performed at or below grade level as determined by TAKS reading scale scores. Fifty students in fifth grade were chosen to participate in the study from five elementary schools in the Fort Worth Independent School District in Fort Worth, Texas. Only 46 students completed the study. The study was conducted with a control (n = 23) and treatment group (n = 23). The fourth grade students were administered pretests and posttests using the ACES and the fourth grade TAKS reading test. This quantitative study used a quasi-experimental design to answer the research questions. The final data results did not indicate that the implementation of interventions significantly increased TAKS reading scores at the p > .05 level. In addition, there were no significant increases at the p > .05 level between the ACES pretests and posttests. Although there were no significant gains on the TAKS or ACES, there are implications the interventions had a positive effect on teacher perceptions of their students' academic competence and some growth was evident for the treatment groups on both TAKS and ACE.
Date: August 2008
Creator: Hernandez-Gutierrez, Josie
Partner: UNT Libraries

The Impact of a Community College Teacher Education Program on the Success Rate of Minority Teacher Certification Students

Description: The relationship between the mission of community colleges and the increasing teacher shortage has become more transparent as many community colleges have implemented teacher education programs to address community needs, the shortage of qualified teachers, and the lack of diversity among teachers. As the community college's teacher education role has increased, many community colleges have responded by adding associate of arts degrees and certificate programs specific to teacher education to tackle the shortage of teachers and the lack of diversity among teachers in the nation's classrooms. The purpose of this study was to examine the effectiveness of one community college's pre-service teacher education program in transferring minority students to a university teacher education program and the likelihood of the students graduating with both bachelor's degrees and teacher certification. This longitudinal ex post facto causal-comparative mixed methods case study involved tracking a cohort of minority students over a 6-year period. Data were gathered from existing teacher education program records for native and transfer students at one community college and two four-year institutions. Unstructured interviews were conducted with administrators over the community college's program. For data analysis, ?2 and Phi Coefficients were conducted to compare the minority students' university transfer and graduation rates to native university students' transfer and graduation rates. Results of the study demonstrated that the minority students were graduating at an observably higher rate than both the native to university students and their respective ethnic peers who began college at two-year colleges at the national level. This study's findings might help community college teacher education programs to increase enrollments of minority students and to address the needs of surrounding communities. The findings contributed to the relatively scarce literature regarding minority teacher preparation in community colleges. The study's findings might also be useful to community colleges looking toward or already ...
Date: May 2013
Creator: Perkins, Britine Lynee
Partner: UNT Libraries

A Study of the Shopping Goods Trade Flow from Lewisville, Lake Dallas, Sanger, and Valley View, Texas

Description: "The purpose of the study is to determine the trading centers that receive significant amounts of shopping goods trade flow from the communities surveyed. The position that the Denton trading center holds as a source of shopping goods for households in these communities is compared with the postions held by some competing trading centers. This study is made in cooperation with the Denton Chamber of Commerce for the benefit of the merchants of Denton. It is based on a survey made in December 1953, by the Business Administration 470 (Marketing Research) class of North Texas State College."-- leaves 1, 58.
Date: August 1955
Creator: Robinson, David Charles
Partner: UNT Libraries

Rural School Principals' Perceived Use of Data in Data-Driven Decision-Making and the Impact on Student Achievement

Description: This study examined the impact of principals' data-driven decision-making practices on student achievement using the theoretical frame of Dervin's sense-making theory. This study is a quantitative cross-sectional research design where principals' perceptions about data were quantitatively captured at a single point in time. The participants for this study were 253 rural school principals currently serving in schools across Texas, and included both males and females across all ethnic groups, including white, African American, Hispanic, Asian, Native American and other. A developed survey instrument was administered to principals. The findings from the quantitative SEM analyses indicated that the Principal Uses Data to Improve Student Achievement latent variable (Factor 1) and the Principal and Staff Ability to Analyze Data to Improve Student Achievement latent variable (Factor 2) were significantly and positively associated with student achievement. Higher scores on these two latent variables were associated with better student achievement. There was no statistical association between the Principal Uses Data to Design Teacher Professional Development latent variable (Factor 3) and this target outcome. In total, the three latent variables accounted for 6% of the variance in student achievement (TAKS). When the campus level outcome was considered, no statistically significant associations between any of the latent variables and this outcome were evident. In total, the three latent variables accounted for less than 2% of the variance in campus level.
Date: May 2011
Creator: Rogers, K. Kaye
Partner: UNT Libraries

Texas High School Principals' Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom

Description: This study examined Texas high school principals' attitudes toward the inclusion of students with disabilities in the general education classroom. School leaders today face increasing demands with the revised state accountability system. For example, students with disabilities are required to take the Texas Assessment Knowledge and Skills Test (TAKS) and on grade level. Hence, one of the strategies of schools has been to mainstream or include special education students in the regular classroom. Inclusion provides the opportunity for students with disabilities to be educated in the general education curriculum with their non-disabled peers. This study investigated the attitudes of Texas high school principals' attitudes toward the inclusion of students with disabilities in the general education classroom. The principals' personal experiences, professional training, and formal training in inclusion were examined. This study was a qualitative study using survey methodology. The Principal's Inclusion Survey developed by Cindy Praisner and G.H. Stainback was distributed electronically to 1211 Texas high schools. With the permissions of Praisner and Stainback, the survey was loaded into Survey Monkey, which is a website for creation of professional online surveys. Data was analyzed using descriptive statistics. The return rate was 395 (32.1%) overall responses. The results of the study concluded that majority of the principals agreed that inclusion of students with disabilities into the general education classroom was the best placement for the disabilities listed in the survey. However, for the more severe disabilities, the principals favored a more non-inclusive setting. Those disabilities included mental retardation and serious emotional disturbance. For the cognitive disabilities, combinations of an inclusive and non-inclusive setting were chosen. Also revealed in the study is that principals did not receive inclusion training as part of their formal education, but more emphasis was placed on special education law. The results of the survey indicated more training ...
Date: May 2011
Creator: Farris, Troy K.
Partner: UNT Libraries

Academic excellence and instructional expenditures in Texas.

Description: Public school per pupil costs and demands for better performance have increased over the past several decades. While the overall per pupil expenditures have increased, the percent of the educational dollar directed toward instructional activities has remained at approximately 60%. A grass-roots movement known as the "65% Solution" caught national attention by claiming that schools are not efficiently allocating resources into areas that have the greatest link to student achievement, such as instruction. Proponents of the 65% Solution claim that per pupil expenditures can be increased by shifting funds from areas considered non-instructional to areas that directly impact student instruction, such as teachers and instructional materials. The purpose of this study was to determine the relationship between district Panel Recommended and Commended Performance TAKS Reading/ELA and Math results and three measurements of instructional expenditures, Instructional Staff Percent; TEA Instructional Expenditure Ratio; and the NCES Instructional Expenditure Ratio (65% Solution), in Texas public schools. Data was collected from the 2003-2004 AEIS report. Multiple regression was used to conduct the analyses. In most instances, there was little, if any, relationship between TAKS Reading/ELA and TAKS Math, and the Instructional Staff Percent (ISP), TEA Instructional Expenditure Ratio (TIER), and NCES Instructional Expenditure Ratio (NIER). However, a low to moderate relationship was discovered in the comparison of TAKS Reading/ELA, and the ISP and TIER. This result was the same for both the Panel Recommended and Commended Performance. In every instance, the ISP and TIER showed positive, statistically significant, relationships to TAKS results. The NIER, or 65% Solution, had the lowest correlation and was statistically insignificant in three out of four analyses.
Date: August 2006
Creator: Helvey, Jearl Kenton
Partner: UNT Libraries

Correlates of Texas Standard AP Charter Campuses and How They Compare with Standard AP Traditional Public Campuses

Description: The research sought to objectively evaluate the effectiveness of Texas standard AP open-enrollment charter school campuses and to discover independent variables that may be utilized to predict effective charter school campuses. The literature review was designed to enhance the current understanding of charter schools and therefore facilitate a more effective evaluation of them. A basic knowledge and understanding of the origins, characteristics and purposes of charters allow for a more objective analysis. The literature review covered the history of charters including their founders, characteristics, and growth patterns. The data items used in the analyses were downloaded from the 2007-2008 Academic Excellence Indicator System (AEIS), which contains a variety of data from all Texas public schools. Multiple statistical analyses were utilized including chi-square, ANOVA, multiple regression and discriminate analysis. In order to evaluate Texas standard AP open enrollment charter campuses, their accountability ratings were compared with those of standard AP traditional public school campuses. The research evaluated twelve independent variables for charter schools to determine their relationship to accountability ratings, thereby providing charter operators indicators or predictors of accountability ratings to facilitate better academic quality. By analyzing the same variables for traditional public schools as charter schools, a baseline model was developed to compare the similarities and differences with the results of the charter school analyses.
Date: August 2009
Creator: Gomez, Jason Diego
Partner: UNT Libraries

The Effectiveness of Business Leadership Practices among Principals on Student Achievement on Public School Campuses in Texas

Description: The purpose of this descriptive study was to determine if business leadership practices by Texas public school principals have an impact on principals' campus student achievement in mathematics and reading, as measured by TAKS scores. The survey instrument was the Leadership Assessment Instrument (LAI), developed by Warren Bennis in 1989. The survey instrument was electronically distributed to a sample of 300 public school principals in Texas. Of the 300, 140 principals completed and returned the survey, for a response rate of 47%. The Statistical Package for the Social Sciences (SPSS), version 16.0, was used for the analysis of data, which included descriptive statistics, analysis of variance, and regression. In addition, reliability for the LAI was also calculated. The LAI consists of the following five categories of effective business practices: focused drive, emotional intelligence, building trust, conceptual thinking, and systems thinking. No significant relationships were found between principals' use of LAI elements and student achievement in mathematics and reading. However, the lack of significant relationships between the business model as used in public schools and student achievement reveals that current models of principal preparation programs do not result in school leaders who are adequately prepared to increase student achievement. Further research is recommended as public school leaders continue to seek alternative strategies and innovative practices to improve student achievement.
Date: December 2009
Creator: Cooper, Kary M.
Partner: UNT Libraries

The relationship between computer-assisted instruction and alternative programs to enhance fifth-grade mathematics success on the annual Texas Assessment of Knowledge and Skills.

Description: The purpose of this study was to determine the relationship between using computer-assisted instruction (CAI) and success on the Texas Assessment of Knowledge and Skills (TAKS) mathematics exam with fifth-grade students in Texas compared to the effect of alternative improvement approaches used by a control group. Research explored the use of SuccessMaker® CAI educational software (Pearson Education, Upper Saddle River, NJ, www.pearsoned.com) in public elementary schools in Texas. Successmaker® CAI was not a good predictor of passing percentage on the mathematics TAKS. Multiple regression analysis utilized in this quasi-experimental design study predicted a negative and not statistically significant change in the percentage of students passing the mathematics TAKS exam (B = -.448, p > .05). SuccessMaker® use exhibited a very small effect size (r = -.04) and accounted for less than 1% of the change in passing percentage (r2 = .0016). Multiple regression model predicted a negative and statistically significant effect upon mathematics passing percentage by economic disadvantage percentage (B = -.211, p < .01). The 95% confidence interval for B ranged from -.365 to -.057. The large effect size correlation coefficient (r = -.51) accounted for 26% of the variance in the mathematics TAKS passing percentage (r2 = .26).
Date: December 2009
Creator: Tucker, Tommy Howard
Partner: UNT Libraries

From Block to Traditional Schedule: The Impact on Academic Achievement, Attendance Rates, and Dropout Rates

Description: The purpose of this study was to examine the impact of school schedule on student achievement and attendance of ninth and tenth grade students in metropolitan area Texas high schools (n = 22) and campus dropout rates. High schools that were analyzed in this study made a transition from A/B block scheduling in the 2003-04 school year to a traditional school schedule in the 2004-05 school year. Academic achievement, attendance rates and dropout rates were gathered through the archived files of the Texas Agency through the Academic Indicator of Excellence System (AEIS). Academic achievement was measured by the Texas Assessment of Knowledge and Skills (TAKS) Reading/Language Arts and Mathematics standardized tests. This study compared the mean scores of ninth grader student achievement, attendance, and dropout rates from the 2003-04 school year to the mean scores of the tenth graders from the same schools from the 2004-05 school year, after the schools converted from an A/B block schedule to a traditional class schedule. Each independent variable was divided into four subgroups; campus mean results, minority student results, limited English proficient (LEP) student results, and low-socioeconomic student results. Students under the A/B block scored significantly higher in reading achievement than when they were instructed the following year under a traditional schedule. Paired sample t-tests were conducted to analyze the data for each subgroup, and showed there was a statistically significance in reading / language arts student achievement scores for all subgroups. Statistical significance was determined with a ninety five percent confidence level (p < 0.05). Statistical analysis revealed varied results in mean scores for math academic achievement and attendance rates, but no statistical significant difference. Comparison of data showed a slight increase in mean scores for dropout rates in traditional schedule, however the results were not significant.
Date: May 2008
Creator: Schott, Patrick W.
Partner: UNT Libraries

Parental Rights: Curriculum Opt-outs in Public Schools

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 any constitutional right to opt their children out of public school curriculum. Many states' legislatures have granted parents a statutory right to opt their children out of certain parts of school curricula. In this study, 7 states had non-existent statutes or regulations, 18 states had restrictive statutes or regulations, and 26 states had permissive statutes or regulations.
Date: August 2010
Creator: Rogers, Tommy Kevin
Partner: UNT Libraries

School Authority Over Off-Campus Student Expression in the Electronic Age: Finding a Balance Between a Student's Constitutional Right to Free Speech and the Interest of Schools in Protecting School Personnel and Other Students from Cyber Bullying, Defamation, and Abuse

Description: In Tinker v. Des Moines Independent School District, the Supreme Court ruled that students have speech rights in the school environment unless the speech causes or is likely to cause 1) a substantial disruption, or 2) interferes with the rights of others. The Supreme Court has yet to hear a case involving school officials' authority to regulate electronically-delivered derogatory student speech, and no uniform standard currently exists for determining when school authorities can discipline students for such speech when it occurs off campus without violating students' First Amendment rights. The purpose of this dissertation is to examine 19 federal and state court decisions in which school authorities were sued for disciplining students for electronically delivered, derogatory speech. Eighteen of these cases involved student speech that demeaned or defamed school teachers or administrators. Only one involved speech that demeaned another student. Each case was analyzed to identify significant factors in court holdings to provide a basis for the construction of a uniform legal standard for determining when school authorities can discipline students for this type of speech. The full application of Tinker's first and second prongs will provide school officials the authority needed to address this growing problem while still protecting legitimate off-campus student cyber expression. Predictions of future court holdings and policy recommendations are included.
Date: December 2010
Creator: Dryden, Joe
Partner: UNT Libraries

The Predictive Value of Educational Productivity Input Variables on the Academic Success of Moderate to Large Texas High Schools.

Description: The purpose of this study was to determine the predictive value of selected input variables on the accountability rating of Texas high schools with student populations greater than or equal to 900. Specifically, this study analyzed the effect of student, staff and fiscal input variables in determining the odds of a high school in this study receiving a Low Performing, an Academically Acceptable, or a Recognized rating in the Texas public education accountability system - a system which is based in student performance on state standardized testing. Identifying a set of variables that helps predict campus accountability ratings provides campus administrators and teachers with information to improve student performance on standardized testing. Using statistical methods to determine the odds of campus ratings based on selected input variables, this study revealed that successful student remediation in mathematics is the most consistent, positive indicator of campus accountability rating out of 60 student, staff and fiscal inputs analyzed. However, the most telling aspect of this study is that inputs such as, teacher experience, teacher campus tenure, teacher degree level, student SAT performance, Advanced Placement testing performance and the percentage of low socioeconomic students were not statistically significant. The wider implications of these findings warrant further research into why these variables seem to have no affect on campus accountability rating.
Date: December 2008
Creator: Waldrip, Michael R.
Partner: UNT Libraries

The Effects of Socioeconomic Status on Growth Rates in Academic Achievement.

Description: The purpose of the study was to examine the differences in academic growth rates as demonstrated on the TAKS test among students based on those who received free lunches, those who received reduced-price lunches, and those not economically disadvantaged. Texas Assessment of Knowledge and Skills (TAKS) for reading and mathematics scale scores were obtained from five Texas public school districts for students who were in 3rd grade in 2003, 4th grade in 2004, 5th grade in 2005, and 6th grade in 2006. The sample included almost 10,000 students. The data were analyzed using SPSS and HLM. SPSS was used to identify descriptive statistics. Due to the nested nature of the data, HLM was used to compare data on three levels- the test level, student level, and district level. Not economically disadvantaged students scored the highest on both TAKS reading and mathematics exams with a mean scale score of 2357 and 2316 respectively in 2003. Compared to the not economically disadvantaged students, students receiving reduce-priced lunches scored approximately 100 points lower, and lowest were the students receiving free lunches, scoring another 50 points below students receiving reduced-price lunches. The results revealed that while gaps in achievement exist between SES levels, little difference exists in the growth rates of the SES subgroups. The results of this study support the need for continued effort to decrease the gap between students who are not economically disadvantaged and those receiving free or reduced-price meals.
Date: December 2007
Creator: Chow, Priscilla En-Yi
Partner: UNT Libraries

Characteristics of Successful Texas Schools Which Predict Components of an Adequate Education.

Description: The purpose of this study was to identify high performing school districts in Texas and to determine if there are different characteristics leading to the provision of an adequate education in high performing districts as compared to low performing districts. It specifically sought to determine which characteristics contributed most to an adequate education and used data from the Texas Academic Excellence Indicator System (AEIS) which chronicled scores on the Texas Assessment of Academic Skills (TAAS). The population for this study consisted of all 2001-2002 Texas public school districts with the exception of charter schools, special-purpose statutory districts, and state-administered districts, which resulted in using data from 1027 Texas school districts. Descriptive discriminant analysis was chosen as the method for statistical analysis. Data were obtained from the Texas Education Agency (TEA). Adequate and inadequate districts were analyzed according to eight variables. They were (1) taxable value per pupil, (2) the percentage of special education students, (3) the percentage of students coded as bilingual and ESL, (4) pupil-teacher ratio, (5) the size of the district, (6) the percentage of economically disadvantaged students in the district, (7) the district community type, such as rural or suburban, and (8) the total operating expenditures per pupil. Two analyses were conducted. The first analysis sought to determine the different characteristics between adequate districts (districts that scored 80% or above on the TAAS test) and inadequate districts (districts that scored 79% or below on the TAAS test). In order to determine these differences with a higher standard for adequacy, a second analysis was performed. The second analysis focused on districts deemed adequate by scoring 90% or above on the TAAS test compared to those districts deemed inadequate by scoring 69% and below. The eight variables accounted for 21% and 37% of the variance between groups respectively. For ...
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Date: December 2005
Creator: Ryan, Robin S.
Partner: UNT Libraries

Character Education Programs and Student Suspension Rates from School: Do Character Education Programs Decrease Student Suspensions from Regular Instructional Public Elementary Schools in Texas?

Description: The purpose of this study was to determine if character education programs impact the suspension rates of students from regular instructional public elementary schools in Texas. The data was also examined to determine if the number of years since a school's implementation of a character education program has an impact on the effectiveness of the programs as measured by the suspension rates of students from school. Finally, the study sought to determine if the socio-economic status of the schools has an impact on the effectiveness of character education programs as measured by the student suspension rates. A random sample of 135 regular instructional public elementary schools in Texas was collected. The principal of each school completed a questionnaire that was used to sort schools into three groups: schools with "direct" character education programs, schools with "indirect" character education programs, and schools that have implemented no type of character education program. A two-year history of suspensions was obtained for each school. The data was analyzed using one-way and two-way ANOVAs. The results of the analyses indicated that the implementation of character education programs, no matter what type, did not produce statistically significant differences in student suspension rates from school. Furthermore, the data revealed that neither the number of years since the implementation of the character education programs nor the socio-economic status of the schools had an impact on the effectiveness of the character education programs as measured by the student suspension rates from school.
Date: May 2005
Creator: Grinage, Adam L.
Partner: UNT Libraries

Analysis of Texas Education Agency Commissioner of Education Decisions Regarding Superintendent, Associate Superintendent, School Administrator, Athletic Director and Central Office Administrator Term Contract Nonrenewal Appeals From 1983 to 2013

Description: I conducted a legal analysis of decisions by Texas Commissioners of Education in appeals by Texas school administrators from nonrenewal decisions made by Texas school districts from 1983 to 2013. I analyzed the findings of fact and conclusions of law described in the commissioners’ rulings to determine the legal basis of school districts’ decisions to nonrenew school administrators’ term employment contracts. I also examined the legal rationale for commissioners’ rulings and determined which party most commonly prevailed in these administrative proceedings—the respondent school district or the petitioner school administrator. In particular, the study determined factors that contributed to commissioners’ decisions to overrule or support school districts’ nonrenewal decisions. A careful review of commissioner decisions, which are accessible on the Texas Education Association website, identified 44 commissioner decisions involving appeals by superintendents, associate superintendents, public school administrators, athletic directors, or central office administrators concerning school districts’ term contract nonrenewal decisions from 1983 to 2013. Commissioners’ decisions in these cases were surveyed using legal research methods. This study provides recommendations to assist local education agencies to refine current policies and regulations regarding the nonrenewal of administrators’ term contracts, and provides insight on Texas Commissioners’ rulings on term contract nonrenewal appeals brought by Texas school administrators. The findings revealed that school boards’ lack of understanding of local policies and lack of evidence resulted in commissioners granting 27% of appeals. Additionally, commissioners denied 73% of the appeals because school boards provided at least one reason that met the substantial evidence standard of review, and respondents failed to substantiate allegations or enter evidence in evidentiary hearings.
Date: December 2014
Creator: Ramirez, Carlos
Partner: UNT Libraries

First Amendment Constraints of Public School Administrators to Regulate Off-campus Students' Speech in the Technology Age

Description: In a world where students and teachers both rely on technology in the process of education, understanding the constraints of public school administrators to regulate off-campus student's speech is a vital issue. This dissertation focuses on ways to evaluate legal analysis of cases involved in off campus speech. The methodology of legal analysis is used to identify judicial reasoning concerning established legal principles pertaining to the constitutional right of public school students to freedom of expression, and the application of those principles to off-campus student expression delivered by electronic means. This research produces a number of key findings: Many lower court cases have favored with the students unless the school district could prove substantial disruption to the learning environment or a true threat existed due to the off campus speech. In addition, it is crucial for the districts to have concrete policies in place to educate the students about acceptable usage of technology. The main conclusions drawn from this research are that current approaches to punishing students for their offensive off campus speech does not uphold in the courts and administrators must be resilient to speech that may be unpleasant to them. This research also includes several recommendations for administrators such as guidelines on how to write their acceptable usage policy. It also provides a chart with a summary of critical cases of importance to administrators.
Date: May 2013
Creator: Shahzad, Erum H.
Partner: UNT Libraries

A Comparison of Three Teacher Evaluation Methods and the Impact on College Readiness

Description: Much attention in recent years has gone to the evaluation of teacher effectiveness, and some scholars have developed conceptual models to evaluate the effectiveness. The purpose of this study was to compare three teacher evaluation models – the Texas Professional Development Appraisal System (PDAS), the teacher index model (TI), and the value-added model (VAM) – to determine teacher effectiveness using student demographic and longitudinal academic data. Predictive data from students included economic disadvantage status, ethnicity, gender, participation in special education, limited English proficiency, and performance on Texas Assessment of Knowledge and Skills (TAKS). Data serving as dependent variables were scores from Scholastic Aptitude Test (SAT®) verbal/critical reasoning and mathematics. These data came from 1,714 students who were 9.7% Hispanic, 9.2% African American, and 81.2% White. The models were tested for 64 English language arts teachers and 109 mathematics teachers, using student examination scores from the SAT® verbal/critical reasoning and mathematics. The data were aligned for specific faculty members and the students whom they taught during the year of the study. The results of the study indicated that the TI and VAM explained approximately 42% of the variance in college entrance exam scores from the SAT® verbal/critical reasoning and mathematics (R2 = 0.418) across mathematics and English language arts teachers, whereas the TI model explained approximately 40% of the variance in the SAT® scores (R2 = 0.402). The difference, however, in the R-squared values between the VAM and the TI model was not statistically significant (t (169) = 1.84, p > 0.05), suggesting that both models provided similar results. The least effective model used to predict student success on college entrance exams was the PDAS, which is a state-adopted model currently in use in over 1,000 school districts in Texas, The teacher PDAS scores explained approximately 36% of the variance in ...
Date: December 2013
Creator: Smalskas, Tamy L.
Partner: UNT Libraries

Educational Performance: Texas Open Enrollment Charter High Schools Compared to Traditional Public High Schools

Description: The study examined mathematics and English student achievement, attendance rates, dropout rates, and expenditures per pupil for Texas high school students in both open-enrollment charter schools and traditional public high schools for the 2009–2010 school year. All data were assembled using archived information found at the Texas Education Agency (TEA). This information included the TEA report entitled Texas Open Enrollment Charter Schools Evaluation; TEA Snapshot Yearly Report; and Academic Excellence Indicator System (AEIS) data files. Microsoft Excel (Version 2010) was used to randomly select traditional public high schools categorized as Title 1 and non-Title 1 for comparison with Title 1 and non-Title 1 open-enrollment charter high schools. The IBM Statistical Package for the Social Sciences (SPSS) (IBM Statistics Version 20) was used for a one-way analysis of variance (ANOVA) conducted between one independent variable (charter or traditional school) and five dependent variables (mathematics exit-level TAKS scores, English exit-level TAKS scores, attendance rates, dropout rates, and expenditures per pupil). Traditional public high school students had higher or better average mean values than charter schools for mathematics exit-level TAKS scores, English exit-level TAKS scores, attendance rates, dropout rates, and expenditures per pupil. The ANOVA found that four of the five dependent variables were statistically significant at the 0.05 confidence level for the independent variable of school type, whether charter or traditional school. There was no significant difference found between the schools for attendance rates. Effect size calculations, using the eta-squared method, confirmed the comparisons with significant differences.
Date: December 2012
Creator: Jackson, Nokomis “Butch,” Jr.
Partner: UNT Libraries