This study was undertaken in an effort to identify the marginal students at Western Kentucky University who will succeed academically only if they receive special help. Thirty-four male and eleven female marginal freshmen (ACT scores 13 to 17; GPAs 1.9 to 2.2) were tested with the Edwards Personal Preference Schedule (EPPS) to explore the possible relationship of the EPPS need for achievement (n Ach) to the academic success of the marginal freshmen. A secondary purpose was to determine if the need for achievement had a significant relationship to the number of hours for which the students initially registered and the number of hours carried to the end of the semester. The subjects were divided into three n Ach groups based on the scores obtained: Low (1-10), Medium (11-16), and high (17-23). Data on college GPAs and beginning and ending hours attempted were analyzed statistically across the n Ach groups. The three groups did not differ significantly on college CPA. The beginning and ending hours of males in the low and medium n Ach groups differed significantly; no significant difference was found for males in the high n Ach group or for the females. Additional explorations were made into the relationship between other factors (personality needs, high school class size, sex) and academic achievement. Nothing of significance was found.

The general purpose of this study is to investigate the status of the study of Latin in Kentucky. It is in detail a study to ascertain whether Latin is an elective or required subject; what per cent of high school students are studying Latin; preparation of Latin teachers; where Latin is elective how the enrollment in this subject compares with that of other subjects.

Secondary school science consists of biology, chemistry, physics, or a combination course known as general science. General science deals only with the practical side of the laws of physics. It fails to go into detail and very often omits the law entirely. Physics in high school requires a special room in the building which is not easily adapted to other use. A large amount of expensive equipment is need to teach it efficiently. Can all of this expense be justified? Is the student who ends his school career with high school graduation sent out into life with a large amount of useful information? Is the student who goes on into college given a clearer conception of the subject? Is he able to go farther in his college science because of his high school background? This study will try to answer these last two questions.

Two groups of Title I Math teachers, one representing school systems which reported second and third grade student achievement gains of one year or more on the Comprehensive Test of Basic Skills for 1978-79, and one group which reported gains of less than eight months, were surveyed in an effort to identify which methods of presentation and types of materials apparently contributed to the most successful Title I Math programs, in terms of student achievement gains. A study of survey results indicated that a Title I Math pull-out program served by a teacher in groups of less than ten students was the most common method of presentation in both survey groups. Results suggested that small-group settings, contact with a teacher and an aide in a pull-out situation, and a low student-teacher ratio were among the factors which influenced the achievement of Title I Math students. In regard to program planning. school systems which reported higher CTBS test scores achieved a more even balance of time spent between teaching from commercial materials/programs and teaching from teacher-made units or packets of work. with a limited amount of time utilized for games and other approaches; school systems which reported lower test scores devoted over half their teaching time to the use of teacher-made materials. Teachers from both groups indicated that their students, who represented several age groups from more than one grade level, necessitated a wide range of Math materials; because of the ages and individual differences in students, no one program or approach to teaching Title I Math was preferred or felt to be more effective than any other. An approach to teaching Title I Math suggested paying heed to the abilities and needs of the students, utilizing resources from a variety of commercial materials, permitting the teacher flexibility in developing work packets as needed, and infusing any other methods in planning a Title I Math curriculum.

The one purpose of this study has been to produce a program for the improvement of Kentucky's effort to equalize the opportunities for education throughout the commonwealth. As a means of accomplishing this purpose investigations have been the following: Other state plans for meeting this problem of equalization. Kentucky's present plan and the inequalities that still exist. The factors that must be considered in an equalization program for Kentucky.

The purpose of this study is to trace the development of school transportation in Barren County both educationally and financially in order to explain the present facing the school system and to seek possible solutions to these problems.

The purpose of this study is to deal with some undesirable conditions which could be corrected. Why should two small high schools exist with only seven miles separating them? Why should classes composed of fewer than ten students be taught, when the same students could be taught in larger groups, through consolidation without inconvenience to anyone? Why should 173 adolescents of Russell County eligible for high school not attend school? Why should teachers of two high schools in Russell County work in overcrowded buildings when they could work under better conditions. These are some of the problems which confront the people of Russell County.

In order to gain some evidence as to what difference the use of some particular instructional methods would make, an experiment was carried out. The experiment reported in this study is an example of a small investigation which an in-service art teacher can make, along with his regular teaching. It compared the effects of two instructional methods or to different teacher behaviors, on the students, in teaching drawing. Two classes of students were taught drawing by the same instructor who deliberately modified the degree of "directiveness" used in his teaching. In the "directed" group the teacher employed a strict instructor-controlled dictation-demonstration method. In the "non-directed" or "permissive" group, the teacher allowed students to completely control their own procedures after the assignment and materials were given.

Administrators of programs of student personnel services are being called upon to be more effective in their planning, to redefine and modify organizational structures, and to find ways to bring more control and flexibility to the budgeting process and staffing patterns. Further, student personnel administrators need to be more effective in assessing student needs, in evaluating programs, in determining problematic areas, and in providing proactive leadership within a more democratic and legalistic framework. The purpose of this study was two-fold: (1) to report on the current organizational structures of divisions of student personnel services in selected colleges and universities and (2) to determine the impact of selected problems on programs of student personnel services throughout higher education. The study, through the use of a two-part questionnaire, surveyed student personnel administrators at institutions that (1) had enrollments between 7,500 and 14,999, (2) were public supported, and (3) were primarily residential. The first part of the questionnaire sought information regarding where each of 21 defined student personnel functional areas reported within the institution's organizational structures. The institution's organizational structures were divided into the four following major divisions: (1) academic affairs, (2) business affairs, (3) development, and (4) student affairs. The second part of the questionnaire sought information as to how student personnel administrators perceived the negative effect of 37 selected problem areas on their abilities to administer their programs of student personnel services. Each of the 37 problem areas were to be rated from one to seven, ranging from no negative impact to having great negative impact. A summary of the findings is as follows: (1) Analysis of the data revealed that under the Division of Student Affairs,- student organizations, greeks, discipline, orientation, financial aid, health services, counseling, housing, career planning and placement, recreational activities, religious activities, and minority affairs reported generally to this area. (2) Under the Division of Academic Affairs, only academic advising reported generally to this area; however, records and registration, recruitment, and admissions reported most of the time. (3) Of the nine problem areas having the greatest negative impact, five are directly related to the depressed state of the economy. (4) Of the nine problem areas having the least negative impact, four of these problem areas received considerable attention during the 1960's and 1970's. From the study the following recommendations, as well as others mentioned in the context, are made: (1) Because of the financial-related problems cited in this study, divisions of student affairs throughout higher education should continually evaluate the delivery system of their services and programs. (2) Because several of the problem areas that had the greatest negative impact upon the student affairs community are related to economic-related factors, public supported institutions of higher education should formulate sets of strategies designed to offset the inevitable losses of financial support.

The purpose of this thesis is to compile and discuss some of the methods of solution of both ordinary and partial differential equations, whose solutions are expressible in the form of a series. An exhaustive study is not attempted. A few of the methods of most common occurrence for finding solutions in series are discussed and examples illustrating these methods are presented.