The purpose of this study was to examine the graduation rates of secondary schools in Indiana in 1989-90 and to compare those graduation rates to those of 199798, to see if those schools that adopted block scheduling had experienced a difference in graduation rates either positively or negatively. A comparison was also made of graduation rates between schools adopting block scheduling for at least three years and traditional schools during this same time period. Further examination was made to determine if any specific type of block schedule had improved graduation rates. The size school was also a consideration as to the affect of block scheduling on graduation rates. The study also sought to determine if block scheduling had an impact on attendance rates, discipline incidents, pupil teacher ratio, or full time teacher equivalency, all factors aligned to reasons why students drop out of school.The population for this study consisted of 251 Indiana public secondary schools, 203 schools which maintained a traditional schedule and 48 schools identified by the Indiana Department of Education to have adopted block scheduling prior to or including 1995-96, 1996-97, 1997-98. Nine research questions accompanied by Null Hypotheses for each were determined and tested. All data collection were from the Indiana Department of Education through reports compiled and generated from information submitted annually by all public schools in Indiana. / Department of Educational Leadership

The general purpose of this study completed in 1999 was to create an accurate, documented description of the experiences of nine students, three faculty members and two administrators in higher education in Chile during the military government 1973 - 1990.A qualitative approach was selected as the most appropriate methodology to' complete the study. A variety of methods and data collection strategies were used. The major data collection strategies were interviews and reviewing of primary and secondary written sources. The interviews were used to collect evidence concerning interviewees' experiences, as well as their attitudes, and perceptions regarding the events that occurred in higher education during the rule of the military government 1973 - 1990.The researcher decided to use a judgment sample of interviewees from the population based on their knowledge about the topic and their willingness to share their knowledge and experiences. Geographical representation, position within the institutions, kind of institution represented, and gender were major the considerations at the moment of selecting the sample too.Thanks to the U.S.A. Freedom of Information Act, which established an effective statutory right to access by any person or organization to federal government information, the researcher found official information that allowed for triangulation of evidence.The findings showed that the changes the military government implemented through their modernization of the educational system did not follow the historical trend of educational development in Chile. Furthermore, under the military government, policymaking in higher education was circumscribed to autocratic arenas, which usually coincided with government policy. Education was utilized to serve the purpose of the government. The educational system 1973 - 1990 failed to serve those with special needs. Free-market policies profoundly transformed education from a right available to all, to a commodity available in varying quantity and quality according to purchasing power of individuals.The impact of military government on higher education during the military rule was notorious and huge. Even though they were destructive in some aspects the military government did good things for the educational system. The issue in discussion is the price that was paid. / Department of Educational Leadership