The current study examined the efficacy of the Training Opportunities Program for Undiscovered Potential (TOP UP) at Western Kentucky University. TOP UP at WKU consists of a yearlong program addressing the academic, social, and career orientation needs of "at risk" high school students from the ten county Barren River Area Development District (BRADD). The primary focus of the program revolves around an eight-week, residential work-study phase held on campus and targets sixty "at risk" high school students enrolled in the ninth, tenth, or eleventh grades. The current study included students enrolled in the program during the academic years 1990-91, 1991-92, and 1992-93. Data for use in the current study were obtained from existing records relevant to participants in the TOP UP program. Individual records were examined by the researcher; data was recorded concerning each participant's age, race, gender, number of years in the TOP UP program, high school attended, and current graduation status. Descriptive statistics and Pearson Product-Moment Correlation Coefficients were computed for and between each of the variables considered within the context of the study. A Two Way Analysis of Variance was utilized to determine if the participants differed significantly with respect to their graduation status when grouped according to the different variables examined during the study. Participants in the TOP UP program at WKU exhibited a high school dropout rate that is qualitatively lower than students who did not participate in the program. Pearson Correlations revealed that the only variable significantly related to graduation status was age. Similarly, Analysis of Variance revealed a significant difference between participants only when they were grouped according to age. Specifically, participants who began the program at an earlier age tended to have a significantly higher probability of graduating than did their counterparts who entered the program at a more advanced age. Based upon the findings of the study, it was recommended that the TOP UP program be continued with an increased emphasis on involving participants at an earlier age.

This exploratory study sought to investigate the relationships among comprehensive school reform, years of implementation, and student achievement in Kentucky's elementary schools. This study sought to answer the following questions: (1) Does a difference exist in reading achievement scores of third grade students after one year, two years, three years, and continuation of America's Choice implementation when compared to scores prior to implementation? (2) Is there evidence that indicate the program is sustained after completion of the three years of implementation? and (3) Is there a trend in reading achievement scores of third grade students after a four-year period of America's Choice continuation? The No Child Left Behind Act of 2001, mandates by the year 2014 all students must perform in the proficient range in all subject areas, as measured by Adequate Yearly Progress (AYP). Though Kentucky has worked meticulously to meet student needs through improved curriculum and educational standards, it is still not meeting the needs of all students. Kentucky's public schools, as a whole, did not meet AYP for the school year 2004. The Kentucky School Report Card (2004) indicates Kentucky was deficient in three of the 25 areas of AYP: African-American education, English language learners, and special needs instruction. Student achievement was assessed using the Comprehensive Test of Basic Skills (CTBS/5). The year prior to implementation scores for each of the nine schools provided a baseline for implementation year comparisons. Data collected were analyzed using the Statistical Analysis System (SAS) software. Results of this study were inconclusive. The statistical analyses performed on the schools in this study indicated gains in achievement for some America's Choice schools and declines in achievement by others. Research provided some insight into schools' considering this comprehensive reform model as a tool for improving student achievement.

The great majority of high school graudates receive no additional education after graduating from high school: therefore, it is imperative that the high schools offer a more comprehensive program of studies to the cosmopolitan group we now have in our high schools to give them a more specific education that will better serve their needs toward their life’s work.

The present state of development of the physical and the biological sciences is the result of man's efforts to understand the nature of his environment and its multitude of con^lex changes. BapM progress in these specialized fields of knowledge constitutes the single aost iisportant factor contributing to the increasing ooraplesity of modern society. The teachers of science in our public schools will necessarily have to supply amjeh of the inforsmtion aad Instruction. In order to teach the sciences successfully the science teacher mist be well-qualified in general knowledge of the science field. Much of the material in this investigation was used in a report on "The Qualifications of Kentucky Science Teachers" to the Kentucky Academy of Science, April 25, l947 in Bowling Green, Kentucky. Reason for the study.- Science teachers of our schools should be the leaders In developing an interest and knowledge in a scientific age. Very little investigation has been made of the status of our seienoe teachers. The purpose of this investigation is to call attention to the need for better qualified science teachers in our schools. One need but consider the facts as presented in tabular fora In this study to realise the problems facing our schools in providing adequate science instruction. Statezaant of problem.- This study presents the status of the educational qualifications of Kentucky science teachers tdth the following correlated aims: 1. To determine the number of science teachers in the state and the number of schools offering the different sciences. 2. To reveal the salaries of Kentucky science teachers. 3. To present in tabular form the mmfoer of science teachers and their actual educational qualifications for the teaching of such sciences as biology, chemistry, physics, and general science.

The purpose of the study was to investigate the relative effectiveness of individual test interpretations upon increased self-understanding of special abilities as measured by the General Aptitude Test Battery. A procedure was developed to improve use of aptitude tests with tenth grade students. Group and individual guidance activities were provided which were designed: (1) to orient students to testtaking, (2) to facilitate recall of the test experience, (3) to assist students in understanding the purpose for which the test was given, (4) to describe the students' performance in meaningful terms, (5) to obtain the students' reactions, and (6) to help students relate the information to future goals. Objectives of the Study: 1. Try out and evaluate the effectiveness of a procedure or treatment for improving use and interpretation of aptitude tests. 2. Evaluate use of self-estimates and test-estimates as a means of increasing self-understanding of abilities. 3. Establish a procedure that could be used by other schools and with other instruments.

Since little research has addressed the question, the present study sought to determine if potential psychological problems, as measured by the College Adjustment Scales, predict college attrition. For Hypothesis One, 423 subjects were used to assess the predictability of the nine College Adjustment Scales. Using logistic regression, Substance Abuse problems was the only scale found to significantly predict attrition, p <.033. Hypothesis Two examined the incremental predictive validity of the College Adjustment Scales when supplemented with the College Student Inventory, a nineteen-scale instrument designed to predict college attrition. Although the College Student Inventory significantly predicted attrition, R = -.09, p < .05, the College Adjustment Scales could not significantly incrementally predict student departure. It was concluded that the lack of representativeness of the samples was the reason for the inability of the College Adjustment Scales to predict attrition. In both samples, subjects were substantially different from the larger samples from which they were derived in that they were more female, had higher ACT scores, and had higher high school GPAs.

Academic performance

Hockey players of Indian universities

Rural and urban areas

People's science