Thesis (M. Soc. Sc.)--University of Hong Kong, 1982.

published_or_final_version / Education / Master / Master of Education

Thesis (Ph.D.) -- Mississippi State University. Department of Curriculum and Instruction. / Title from title screen. Includes bibliographical references.

Thesis (Ph. D.)--University of Tennessee, Knoxville, 2008. / Title from title page screen (viewed on Sept. 29, 2009). Thesis advisor: Richard L. Allington. Vita. Includes bibliographical references.

Thesis (M.Soc.Sc.)--University of Hong Kong, 1982. / Also available in print.

Thesis (Ph. D.)--University of Idaho, 2005. / Also available online in PDF format. Abstract. "April 2005." Includes bibliographical references (leaves 116-118).

All Texas school districts were examined to determine the relationship of district size and diversity to the accountability ratings of selected Texas school districts and the implications of including all data in the accountability rating system. Eight large districts and 12 small districts were matched demographically utilizing data from the 2003-2004 school year. Information from the Texas Education Agency was accessed over 2003-2004 and 2004-2005. The ratings were found to be lowered from Recognized to Academically Acceptable with the inclusion of these groups 6 out of 20 times. These findings indicate that the Texas accountability system, in its current structure, excludes certain students based upon race and economic status and is not in compliance with what the law intended. This study should be replicated on a larger scale to assess its validity for a larger sample of small districts. Equity among states should be examined to provide information for a nationwide accountability system.

The purpose of this 4-case study was to determine the significance of the effects of the recapture legislation in Texas upon the quality of schools as perceived by administrators in participating school districts, including those surrendering funds (Chapter 41) and those receiving funds (Chapter 42). The recapture provision requires districts above a designated level of property wealth to surrender excess funds to be appropriated to districts with property wealth below a designated level. The study solicited administrators’ perceptions in both district types as to whether the changes in funding have significantly affected the quality of their schools. Using University Scholastic League classifications as a guideline for size, 2 Chapter 41 districts, and 2 Chapter 42 districts, 1 small and 1 large of each type, were selected to participate. Variables included 5 indicators of schools quality that are repeatedly mentioned in literature concerning effective schools: curriculum, climate, leadership, facilities, and safety and security. A review of literature included the historical development of public school finance systems as well as studies of the effects of efforts to equalize funding upon both the financial health and academic performance of schools. A weak link or no link between funding systems and student performance or financial health was indicated. This study supported these conclusions with both Chapter 42 districts; however, there was a discrepancy between the perceptions of administrators in the two Chapter 41 districts, indicating a need for further study. The unique aspects of this study are that it solicited directly the perceptions of acting administrators and that it included administrators in districts receiving funds to determine how those funds are being used and whether they have a significant effect upon school quality.

Little information is available which specifically applies to determining Tech-Prep program quality, effectiveness, and goal attainment as determined by the directors/coordinators of the programs. This research sought to determine if program performance indicators exist that Tech-Prep directors/coordinators deem necessary to determine their programs' quality, effectiveness, and goal-attainment. If so, is there consensus of agreement among the directors/coordinators on which performance indicators to utilize, and is there a pattern of preference when grouped into evaluation focus components? A questionnaire was developed by the researcher and distributed to Tech-Prep directors/coordinators in the Southeastern United States and Puerto Rico. Sixty-seven program directors/coordinators were asked to participate, and 85 percent responded to the survey. The following conclusions can be reached from analysis of the data: 1) The responding Tech-Prep directors/coordinators are in agreement on which program performance indicators to use to determine the quality, effectiveness, and goal attainment of their programs. These findings are contrary to the existing literature which suggest a lack of consensus on which performance indicators to utilize for vocational education programs. 2) Three different techniques — consensual agreement, consideration of the questionnaire non-response rate, and data analysis ensuring a 95 percent confidence interval of the standard error of the mean — were used to analyze the extent of agreement among the surveyed Tech-Prep directors/coordinators on appropriate program performance indicators. Using the three techniques, the extent of majority agreement on the program performance indicators ranged from 97 to 67 percent of the sixty selected indicators. These data support the conclusion that agreed upon performance indicators are available for comparison and evaluation of Tech-Prep programs among this population. These data fill the void in the literature that addresses generalizable performance indicators that can be used in the evaluation and assessment of vocational programs, such as Tech-Prep. 3) Program performance indicators were grouped into six focus components. Although the determination of which focus components are more appropriate for vocational evaluation depend on many factors, data from this survey indicate the STUDENTS focus component is perceived as most important, the RESOURCES focus component is least important, and CAREERS, PROFESSIONAL DEVELOPMENT, ATTITUDE/PERCEPTIONS, and FACILITATORS focus components are deemed equally important by Tech-Prep directors/coordinators in the determination of program quality, effectiveness, and goal attainment. / Ed. D.

The purpose of this study was to produce a taxonomy of institutional effectiveness literature for public colleges and universities. The study was a theoretical and comprehensive analysis of the extant literature on institutional effectiveness from 1970 to the present. Conceptually, the study was an exploratory examination of the literature. It provides a framework for refining future institutional effectiveness research investigations, educational evaluation studies, or other assessment activities for colleges and universities. The study contained no a priori hypothesis or research questions in the traditional sense. The following objectives guided the study: 1. To determine characteristics of institutional effectiveness studies. 2. To determine institutional effectiveness measures applied as criteria for evaluation. 3. To determine if the measures reported as similar in the literature are the same upon assignment to the taxonomy. 4. To determine what independent variables are identified in the literature on institutional effectiveness. 5. To identify the various definitions of institutional effectiveness terms presented in the literature. 6. To determine the extent various literature addresses similar issues. 7. To determine if elements of effectiveness characteristics have been omitted or overlooked in the literature. 8. To detect and report trends, similarities, and conflicts existing in the literature. The literature items for the study were identified through queries into printed or computerized indexes. Published literature not indexed was also identified to the extent possible and was included in the study. Books, articles, monographs, or essays written on institutional effectiveness issues make up the study population. Five-hundred-thirty-one separate literature items were identified for the period. Journal articles, ERIC documents, and books were reviewed, separated into distinct classes and a taxonomy developed. Each literature item was assigned to a specific taxonomy classification by major subject content and by dimension. The literature items were also identified as to literature form, i.e., study, narrative, or opinion items. Further, a computerized database was created containing the literature items. The database was separated into three distinct files, one file for higher education, literature, one file for four-year college/university literature, and one file for community, junior, and technical college literature. Within the data files each item was numbered and coded by its taxonomy classification number and dimension. The items in each data file also contain a document identification number, author, title, publication date, abstract, and other relevant data. / Ed. D.