The purpose of this study was to examine the impact of school schedule on student achievement and attendance of ninth and tenth grade students in metropolitan area Texas high schools (n = 22) and campus dropout rates. High schools that were analyzed in this study made a transition from A/B block scheduling in the 2003-04 school year to a traditional school schedule in the 2004-05 school year. Academic achievement, attendance rates and dropout rates were gathered through the archived files of the Texas Agency through the Academic Indicator of Excellence System (AEIS). Academic achievement was measured by the Texas Assessment of Knowledge and Skills (TAKS) Reading/Language Arts and Mathematics standardized tests. This study compared the mean scores of ninth grader student achievement, attendance, and dropout rates from the 2003-04 school year to the mean scores of the tenth graders from the same schools from the 2004-05 school year, after the schools converted from an A/B block schedule to a traditional class schedule. Each independent variable was divided into four subgroups; campus mean results, minority student results, limited English proficient (LEP) student results, and low-socioeconomic student results. Students under the A/B block scored significantly higher in reading achievement than when they were instructed the following year under a traditional schedule. Paired sample t-tests were conducted to analyze the data for each subgroup, and showed there was a statistically significance in reading / language arts student achievement scores for all subgroups. Statistical significance was determined with a ninety five percent confidence level (p < 0.05). Statistical analysis revealed varied results in mean scores for math academic achievement and attendance rates, but no statistical significant difference. Comparison of data showed a slight increase in mean scores for dropout rates in traditional schedule, however the results were not significant.

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