The purpose of this study was to determine the relationship (predicative capability) between selected variables, specifically, African American student enrollment, teacher ethnicity, and urban or rural district classification and the number of African American student placements in a disciplinary alternative education program (DAEP). The study used a non-experimental ex post facto design. Archival data from the Texas Education Agency were used to identify Texas schools that sent African American students to a DAEP during the 2013-2014 school year. Archival data from the Texas Education Agency were also used to identify African American student enrollment and teacher ethnicity for the selected school districts. Finally, archival data from the Texas Department of Agriculture were used to identify district classifications of urban or rural. Participants in this study consisted of 187 school districts that placed African American students in a DAEP during the 2013-2014 school year. Based on the findings, teacher ethnicity and African American student enrollment are statistically significant contributions to African American student placement in a DAEP. Urban or rural district classification is not a statistically significant predictor in the same placements. Results of this study add to existing literature by confirming that there is an overrepresentation of African American student placements in DAEPs and suggesting possible ways to combat this epidemic.

The purpose of the study was to compare the social acceptance of the Negro and white children in the second, fourth, and fifth grades of the Demonstration School associated with the North Texas State Teachers College and the Fred Douglass Negro School, Denton, Texas, and to record the extent of change over a period of time.

No description available.

A comparison of white and colored schools in Rusk county found that educational opportunities for colored students was unequal. A plan for improving the colored schools of the county is set forth.

The problem of this study was to determine the effect of academic self-concept, student aspiration, intellectual achievement responsibility, and certain other personal factors on the attendance patterns of selected ninth grade students, and to develop from data on all factors a typical profile of conditions likely to result in high absenteeism and make recommendations for initial steps in remediation. As a result of the statistical analysis and subsequent retention or rejection of the null hypotheses, the significant findings of this study may be summarized as follows. (1) Ninth grade attenders are significantly younger than non-attenders. (2) Attenders had more siblings than non-attenders. (3) Attenders are significantly more involved in school organizations than non-attenders. (4) There is a higher frequency in suspensions among non-attenders. Based on analysis of the findings of this study and within the limitations of the population described in the procedure section, the following conclusions were formulated. (1) Students who have been retained, started school later, or for some reason are older than their classmates, are more likely to attend school irregularly.(2) Educators cannot expect to find the major causes of student absenteeism to be academic self-concept, intellectual achievement responsibility, or student aspiration. (3) Family size may be an important consideration for educators to investigate when working with school non-attenders. (4) School attenders can be expected to be actively involved in the co-curricular elements of the school program. (5) Higher rates of student suspensions are more likely to increase attendance problems rather than reduce them. (6) How students use their time outside the school day is not likely to be the crucial factor in school attendance. (7) While students often complain about schedules, teacher selection, and proximity of friends, it is not likely that changes in these factors would influence student attendance.

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