The 1989 Teacher Expectations and Student Achievement (TESA) study analyzed whether students perceived as low achievers, having been taught by TESA-trained instructors in the Metropolitan School District (MSD) of Warren Township over a three-year period, achieved significantly (p < .05) higher academic gain than a similar control group of students not taught by TESA-trained instructors as measured by the Comprehensive Test of Basic Skills (CTBS).Federal Judge S. Hugh Dillin, in 1971, found the Indianapolis Public Schools (IPS) system to be racially segregated in violation of the Constitution. The ruling indicated that the school system was denying equal opportunity to black children because of race. Following ten years of review and appeals to higher courts, one-way busing of black students from IPS to six suburban school districts began in the fall of 1981 in Marion County, including the MSD of Warren Township. Some of the greatest concerns for one-way busing included the steps being taken to ensure fair treatment and full academic opportunity for all children involved in desegregation.As a result of the desegregation order, the MSD of Warren Township and several other Indianapolis suburban school systems adopted the TESA staff development program. TESA is an intervention program designed to encourage non-discriminatory behavior toward all students in the classroom in order to increase academic performance.The original TESA research was conducted in 1974 by Sam Kerman and Mary Martin in school districts in Los Angeles, California. This 1989 TESA study covered five school years from 1982-1983 through 1986-1987, and followed the progress of 102 students through three consecutive years of being taught by a TESA-trained teacher, or a teacher not trained in TESA skills, in 246 classrooms.A multivariate analysis of variance (MANOVA) indicated that neither group (TESA or other) or race (black or other) were found to be statistically significant in improving students' academic achievements on the CTBS. Although some academic gains were noted for students taught by TESA-trained teachers over a three-year period, the gains were not statistically significant. TESA continues to be a staff development program many school systems support, but perhaps the interest should not include the expectation that low achieving students will significantly improve academic achievement.

The present study explored the prevalence and patterns of nonparental social support and investigated the effect of such support for 363 ethnically diverse elementary and middle school students. Using a prospective design, the study examined the effect of the availability of significant nonparental adult support as well as the effect of learning and affective support on students' academic achievement (reading and math) and academic outcomes (academic competence beliefs, classroom engagement, and school belonging), controlling for the baseline levels of functioning, cognitive ability, and demographic variables. The main and interactive effects of sex, ethnicity, and socioeconomic status were also examined. Furthermore, the study investigated the moderating effect of middle school transition on the relationship between the support variables and outcomes. A large majority of young adolescents in the current study reported having a significant nonparental adult or natural mentor. There was no racial or ethnic difference in the availability of natural mentors. A sex difference was found, with more female students reporting having such an adult. Extended family members were most frequently nominated as natural mentors by all students, but there was a statistically significant ethnic difference with more Hispanic and African American youths nominating extended family members than Caucasian students. Furthermore, 35% of natural adult mentors named by youth were employed in helping professions, more than in any other employment category, and nearly half of these adults were teachers. The availability of natural mentors had statistically significant and positive effects on female students' math achievement and both male and female students' reading achievement. The provision of learning and affective support from these adults exhibited additive effects on students' teacher-reported classroom engagement and interactive effects on student-reported academic competence beliefs and school belonging. These findings were often qualified by sex and in some instances ethnicity. Furthermore, there was some support for the moderating effect of middle school transition; however, the effect was in a negative direction for students who had recently transitioned to middle school. Study limitations and implications for formal mentoring programs, extracurricular activities, teacher training and educational policy are also discussed.

There has been a growing discussion in the fields of education and psychology about the relationship between social skill proficiency and academic excellence. However, the presence of extracurricular involvement as promoting both academic and social development has not been thoroughly explored. The most recent literature syntheses and meta-analyses on extracurricular activity participation were conducted in the 1980??s. An updated review and quantitative look at the participation literature is due. The purpose of this study is to integrate participation studies from the 1990s and give summative information as to the impact of extracurricular activity participation on various educational and psycho-social characteristics. Of the 164 identified studies, 41 were included in these meta-analyses. The current analyses produced 6 different activity categories: general extracurricular activity, sports, work and vocational activities, performing arts, pro-social activities, and community-based activities. The current meta-analyses suggest student outcomes were significantly related to general extracurricular activity and pro-social activity participation. General activities and pro-social activities had the most impact on academic achievement, while performing arts and pro-social activities?? participants reported the largest effect on identity and self esteem related outcomes. Sports and related activities (i.e. Cheerleading) were not as strongly linked to academic achievement indicators as anticipated and student workers had more negative outcomes than any other activity participants. In conclusion, the best outcomes for children and adolescents are brought about through well-built, developmentally appropriate structured activities. Moreover, the academic and social profits of extracurricular activities that have been examined in this study can be used to inform program planning and implementation.

Thesis (M.I.T.)--The Evergreen State College, 2007. / Title from title screen viewed (9/22/2008). Includes bibliographical references (leaves 45-48).

Thesis (Ph. D.)--Auburn University, 2008. / Abstract. Vita. Includes bibliographical references (p. 57-66).

Thesis (Ed.D.)--University of West Florida, 2007. / Title from title page of source document. Document formatted into pages; contains 191 pages. Includes bibliographical references.

Thesis (Ed.D.)--University of West Florida, 2007. / Title from title page of source document. Document formatted into pages; contains 136 pages. Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains ix, 98 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 64-69).

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed October 15, 2009). PDF text: xi, 168 p. : col. ill. ; 1 Mb. UMI publication number: AAT 3369393. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ph. D.)--University of Tennessee, Knoxville, 2001. / Vita. Includes bibliographical references (leaves 105-128). Also available via the Internet.