The basic problem involved in developing the curricular activity program at Galt High School was two-fold: (1) In what ways could the formal curriculum be modified and the schedule be adjusted in order to incorporate an informal club-activity program without impairing the regular educational opportunities?; (2) Could the use of school time for such a program be justified?

Historically marginalized students (HMS), defined for the purposes of this study as Latino, African American, and English Language Learners, in low-performing and low-socioeconomic schools (those usually with a high percentage students receiving free or reduced-price lunch) have received significant attention and research over the years. However, little attention has been paid to minority students at otherwise high-performing (mostly Caucasian) schools. Research suggests an achievement gap between HMS and Caucasian and Asian students. This case study sought to identify strategies to remedy this academic achievement gap. The focus of this study was the academic performance of HMS in a suburban setting. To better understand how a high-performing school affects academic performance by HMS, the researcher examined the classroom environment, teacher instructional strategies, leadership practices, and school support services of one such school. This study used a case study format to examine a suburban elementary charter school within an urban school district. The study specifically investigated the language arts instruction of two fourth- and two fifth-grade classrooms. These grade levels were selected due to evidence that the achievement gap begins to widen at this point in HMS school careers and continues through the 12th grade. Three data collection methods were used: (a) a document review of current fourth- and fifth-grade language arts curricula, (b) classroom observations conducted to identify teacher instructional strategies that support HMS, and (c) interviews with four teachers and two administrators after the observations. Known strategies that have positively influenced the achievement of historically marginalized students include equitable classroom instruction, positive teacher-student relationships, culturally relevant practices, a nurturing school culture, directed teacher professional development, and strong school leadership. The study sought to identify differentiated positive classroom environments, current use of teacher instructional strategies, elements of strong leadership practices, and implementation of school support services that foster academic achievement by HMS.

The purpose of this study is to assemble occupational information of a statistical antire and present it in a form that will make it immediately usable to Stockton’s secondary school counselors as a basis for apprising their students of the opportunities in distributive occupations in the Stockton Unified School District.

This project addressess the importance of early childhood intervention for California's infants and toddlers and how the managed care trends are affecting families' ability to obtain help for their children.

Whole language approach in education

This study was designed to determine if a need exists to teach decision making skills to paramedic students in San Bernardino County.

This study compares a face-to-face format of teaching with closed circuit interactive television courses offered to off campus students at California State University, San Bernardino. The study provides comparisons of student satisfaction and student performance between the two mediums.

This dissertation examined whether there had been any changes in local practices and policies with respect to the identification and placement of English language learners in special education programs and services since the enactment of Proposition 227, and if so, what they were. This study was comprised of an examination of statewide general and special education aggregated student enrollment data, school years 1996-1997 through 1999- 2000, at state and local education agency (LEA) levels and interviews with selected LEA special education administrators. The findings revealed that (1) the proportion of English language learners who were identified and placed in special education programs and services changed since Proposition 227 passed; however, there were no specific changes identified in local practices and policies, (2) district special education administrators believed that this law had no affect on the identification or assessment processes of special education programs, (3), they also believed that proposition 227 had no effect on identification and placement of English language learners in general education or special education programs, and (4) lack of qualified staff, inadequacy of instructional materials, staff training and misconception of the law in general were identified as LEAs primary challenges post- Proposition 227.

Purpose: The purpose of this study was to identify the major contributive factors affecting enrollment trends in secondary level agricultural programs in Oregon and California, as perceived by Oregon and California agricultural instructors and their respective principals. Methods and Procedures: A review of the literature revealed three areas that were viewed to contribute to enrollment fluctuations in secondary agricultural programs: 1. agricultural economic cycles; 2. an increasing number of academic requirements for graduation from secondary schools; and 3. overall quality of agricultural programs. The instrumentation was a mailed questionnaire, developed using a panel of experts, which addressed demographic data and program quality factors. Subjects were randomly selected and the questionnaire was mailed to teachers and principals from 50 schools in Oregon and 100 schools in California in Fall 1989. In Fall 1994, the study was replicated and included those schools where both teacher and principal responded to the 1989 survey. Pearson Correlations, Wilcoxon Matched Pairs Signed-Ranks Test, Mann-Whitney U Test, One Way Analysis of Variance, Fishers z-Transformation statistical tests were used to analyze the data for interpretation. Findings and Conclusions: There was a high degree of agreement in 1989 and 1994 between teachers and principals from both Oregon and California concerning those factors which consistently ranked highly as positive factors affecting an increase in agricultural enrollment. These were: 1) Competent and qualified agricultural instructor; 2) Positive image of the FFA; 3) Quality agricultural curriculum and course offerings; and 4) A class schedule that limited conflicts. The 1994 data revealed an additional factor, parents positive image of agriculture as a good career, as contributing to enrollment increases. During times of declining agricultural enrollment, enrollment increases were slow to respond to program improvement efforts. Inversely, during times of increasing school enrollment, agricultural enrollment more readily respond to program improvement. In general, California teachers and principals tended to agree more on factors that contribute to quality programs than did Oregon teachers and principals. Oregon and California teachers agreed on the factors that affect increases and decreases in agricultural enrollment, and while not as consistent, Oregon and California principals agreed also. / Graduation date: 1997

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