The success of small schools in maintaining higher graduation rates has been well documented (Schneider, 2002; Cotton, 1996; Raywid, 1996). This researcher investigated the effectiveness of a small school strategy implemented in a large school setting through the school-within-a school model for reducing the dropout rate, specifically as investigated through an Indiana high school's freshman academy for at-risk students, as an effective intervention for reducing the dropout rate. Data from Goshen High Schools' graduation rates of selected cohorts from the classes 2006 and 2007 were obtained for evaluating the school-within-a-school model as an effective intervention for reducing the dropout rate.Quasi-experimental research was completed with a comparison group of at-risk students and an intervention group of at-risk students who had the advantage of the freshman academy intervention. Five hypotheses were proposed. T-tests were completed on the at-risk indicators of student attendance, credits earned in ninth grade, and disciplinary referrals. Chi-square tests were conducted comparing cohort data on the graduation rate and the pass rate for the Graduation Qualifying Exam. Findings from a t-test indicated the school-within-school model of freshman academy was statistically significant in increased credits earned.The literature review compiled research on the high school dropout problem, problems in gathering accurate data figures on dropouts or graduation rate, the role of NoChild Left Behind (NCLB) on graduation rate accountability, factors identifying students at-risk for dropout intervention (attendance, disciplinary referrals, and grade retention), and research on the school-within-school structural reform.The sample for this study was selected from two cohorts of students based on eighth grade failure on the Indiana Standards Test of Educational Progress. Seventy-five students from the future classes of 2006 and 2007 were identified as students at-risk of academic failure.Student data collected from these cohorts indicated positive trends on absence, disciplinary referrals, and graduation rate. There was a statistically significant difference in the number of credits earned. Recommendations for continuing the school-within school intervention with a distinct identity were discussed. A call for future research on the school-within-school model included ideas for qualitative study, research on a larger scale or over several years of graduating cohorts. / Department of Educational Leadership

Nontraditional revenue is the term used to describe sources of funding other than those provided by federal and state support, including grants, and those provided by local property tax levies. Examples included licensing agreements, advertising in school facilities and on school property, school business partnerships, booster clubs, education foundations, and user fees. The purpose of this study was (1) to identify the sources of nontraditional revenue used by Indiana school corporations and Indiana high schools, (2) to assess local school officials' attitudes and expectations regarding the use of nontraditional revenue, and (3) to provide some insight as to how Indiana school corporations and schools utilize those funds.A QUAN-Qual Model was used for this study. The QUAN-Qual Model enabled the researcher to conduct the study in two phases. The first phase was comprised of a survey instrument used to identify the kinds of nontraditional revenue being used and to collect data regarding the amounts of nontraditional revenue being generated. The instrument was also used to measure attitudes towards nontraditional revenue and the perceived importance of those funds. The second phase was comprised of qualitative data collection through telephone interviews with school corporation and high school administrators conducted in February and March 2006. Analysis and interpretation of that data provided additional information about attitudes towards nontraditional revenue and how those funds are used.All Indiana school corporations and high schools that were included in the study utilized nontraditional revenue sources to varying degrees. They supplemented traditional funding with licensing agreements, school-business partnerships, booster clubs, education foundations, individual donations, and user fees. Nontraditional sources of revenue were identified as being essential for supporting some activities and programs. However, the researcher's sampling of corporation level administrators' and high school principals' attitudes regarding that revenue suggested that neither group relied on it to provide for essential personnel or programs. Statistically significant data suggest that school corporations and schools located in rural settings might be at a disadvantage with respect to their capacity to generate nontraditional revenue. / Department of Educational Leadership

The purpose of this project was to identify the content of a series of electricity and electronics courses which would meet the training needs of the Muncie community and the enrollment of the Muncie Community School's program for adults. To achieve this, it was necessary to determine who the program serves and to determine their training needs. Representative advisory committees were therefore, used to evaluate and recommend course content. Since the study was concerned with the training needs of the whole community, a survey of three different types of electrical and electronic employers was conducted. Thissurvey was conducted by means of a mailed questionnaire.

The purpose of this study was to analyze possible effects of the 1997-1998 Multicultural Advisor Pilot Program which was designed to positively effect the adjustment of students of color to the Ball State University environment. The study utilizes the Student Adaptation to College Questionnaire which examines a student's full-scale adjustment, academic adjustment, social adjustment, personal-emotional adjustment, and attachment/commitment to their education and institution. Results of the study suggest various differences in adjustment to the Ball State University environment do exist between the first-year students of color affected by the program and the first-year students of color who were not involved with the Multicultural Advisor Pilot program. / Department of Secondary, Higher, and Foundations of Education

This study investigated the relationship of the elements of professional development and the attitudes of teachers and principals toward inclusion. Participants in the study were the teachers and principals in Indiana schools designated as "Inclusion Schools" by the Indiana State Legislature in the summer of 1992. Thirty-one schools of the 50 designated schools were approved for data collection. Three hundred ninety teachers and 31 principals responded to the survey instrument.The dependent variables were the attitudes of the participants toward the inclusion process and the concept of inclusion. The independent variables were six characteristics of professional development: design, presenters, location, attendance requirement, when professional development occurred, and how much professional development was received. Additional independent variables were demographic information such as: age, experience, level of education, and if special education classes had been taken at the university.The conclusions of this study for teachers found positive relationships with the dependent variables for inclusion professional development characteristics: design by building based decision making, presentations by special education administrators and staff, the location in the home school, voluntary attendance, and the more professional development the more positive the teachers' attitudes. A negative relationship was found when professional development occurred before inclusion began. The age and experience of the teachers had a negative relationship to positive attitudes toward inclusion.The only positive relationship between the principals' attitudes toward inclusion and professional development found that attitudes were more positive when more professional development was attended. They were positive when the professional development took place before inclusion began. Other findings reflected negative relationships with inclusion professional development characteristics for: location, design, presenters, and attendance requirement. The more inclusion aide support the principals had, the more positive were their attitudes toward inclusion.The teacher findings in this study were supported by literature and prior research findings by the NASBE Study (1992), Miller & Lieberman (1988), Brehm's Reactance Theory (1983-84), and Pearman et. al. (1992).The principal findings were not conclusive and further study should be made to find how inclusion professional development can develop positive principals' attitudes toward inclusion. / Department of Educational Administration and Supervision

The purpose of this study was to identify parent perceptions of a developmentally appropriate curriculum (goals, teaching strategies, learning activities, and assessment methods) in selected early childhood centers. The relationship between income level and educational background and parent perceptions of a developmentally appropriate curriculum was also studied. Additionally, the relationship between parent perceptions of a developmentally appropriate curriculum and the selection of early childhood centers was examined.The Parent Perception Questionnaire, developed by the researcher, was mailed to 16 licensed early childhood centers in central Indiana. Respondents included 215 parents of 4- and 5-year-old children. Income level for the total group of parents ranged from less than $16,000 to more than $48,000. The largest group of parents (26.5%) reported an educational background of 1 to 3 years of college followed by parents (26.0%) with an educational level of a high school diploma.Through the use of a Likert scale, parents rated items on goals, teaching strategies, learning activities, and assessment methods as very important, important, somewhat important, or not important. A section for additional comments was also provided for parents. Each participating center was observed one time by the researcher. The Early Childhood Environment Rating Scale was used to assess the developmental appropriateness of the participating centers' environment. A two-way multivariate analysis of variance at the .05 level of significance was used to test hypotheses I, II, and III. The Pearson Product-Moment Correlation was applied to test hypothesis IV.Results1. An interaction effect of income level and educational background on parent perceptions of a developmentally appropriate curriculum (goals, teaching strategies, learning activities, and assessment methods) was found to be not significant. Hypothesis I was not rejected.2. The effect of income level on parent perceptions of a developmentally appropriate curriculum (goals, teaching strategies, learning activities, and assessment methods) was found to be not significant. Hypothesis II was not rejected.3. The effect of educational background on parent perceptions of a developmentally appropriate curriculum (goals, teaching strategies, learning activities, and assessment methods) was found to be significant. Hypothesis III was rejected.4. The relationship of parent perceptions of a developmentally appropriate curriculum to the curriculum of selected early childhood centers was correlated (r = .25). / Department of Elementary Education

We know that education can be an arduous process. Countries use different approaches based on societal acceptances, but effective education always requires enormous efforts. Whether success is achieved, depends on the development of a rigorous and progressive curriculum, while at the same time providing all students the opportunity to learn” (Ravitch, 2010, p. 225). The purpose of this study was to analyze the success at which web-based curriculum is being utilized to meet the needs of at-risk students by providing them with the opportunity to recover lost credit as a means to keep them on the path to high school graduation. The institutions studied were select institutions that are identified by the Indiana Department of Education as recognized alternative education providers as well as select known public school corporations, in East Central Indiana, who are using web-based curriculum credit recovery programs. This researcher investigated the effectiveness of this credit recovery strategy as a tool to improve academic achievement and ultimately high school graduation. Additional information was sought on the challenges experienced in terms of support from the key stakeholders in breaking way from a traditional school setting when addressing the needs of students who are in jeopardy of failing to graduate. Data was obtained from the Indiana Department of Education and looked at graduation rates, dropout rates, as well as End of Course Assessment results. A survey was distributed to the survey population in an effort to gather a deeper understanding of the successes and failures schools were experiencing in an effort to break away from the status quo, leverage the advances of modern technology in an effort to provide students with multiple opportunities to realize academic success. The literature review compiled research on the current opinions for the utilization of web-based curriculum programs, the national attention being directed at public education as a key element in the economic slump of the American economy, and the economic impact on local and national economies for students who do not complete high school. Student achievement data collected from the survey population revealed positive trends on graduation rates, dropout rates, and performance on the Algebra I and English 10 End of Course Assessment. Recommendations for positive implementation of web-based credit recovery programming were discussed. Future research on this subject was recommended and ideas included a possible longitudinal study on a select group of at-risk students to identify strengths and weaknesses of this type of program. / Department of Educational Leadership

The focus of this research is in the area of virtual schooling at the K-12 level, specifically looking into teachers’ perceptions of important traits of teacher effectiveness and student progress in this online learning environment. Such a study is important in Indiana, as this is the first time in public school history when there is now a new choice for students to attend a school such as this. The research is a mixed methods approach utilizing surveys and interviews to gather data. The findings from this research indicate several teacher characteristics are important. Teachers should be communicative, responsive, and manage their time well. Student characteristics considered important are access to computer and Internet, strong support from their family or learning coach, and effective time management skills. A top recommendation emerging from this study is the development of a screener for parents to take before enrollment to determine whether this type of learning environment would be the best fit for their student(s)/child, based on the important student characteristics. Other recommendations emerging from this study included professional development, especially in the areas of technology and communication for the school’s teachers and the relationship with between colleges and universities that prepare teachers that would lead to development of specific training and lab experience in a virtual setting. / Department of Educational Leadership

For the past several decades, school districts have faced an increase in challenges which include trying to improve student achievement with restricted or reduced educational funds. Schools are faced with attempting to fill in financial gaps with funds derived from non-traditional sources with help from partners, including public education foundations. The purpose of this study was to determine the following: (1) The goals established by Indiana public education foundations, (2) whether these public education foundations have been able to achieve their goals, and (3) how the public education foundations successfully secure funding to support their K-12 public schools. The researcher employed a two-phase, explanatory mixed-methods research design (QUAN-Qual Model). The model uses an initial quantitative study to establish a baseline of knowledge about the subject and follows up with a qualitative study to gain a deeper insight into the quantitative results. The first phase involved analyzing the results of a questionnaire administered as part of the study. The researcher used the membership of the Indiana Association of Public Education Foundations (INAPEF) for the accessible population. Current membership includes sixty-six foundations. The final data analysis consisted of descriptive statistics, Pearson correlations, analysis of covariance, and regression analysis to identify significant or interesting relationships between variables. The second phase of the study engaged three education foundations in a case study review. The purpose of this qualitative study was to provide deeper insight into foundation goals and level of support to schools from the perspective of public education foundation officials. A majority of the foundation officials that were surveyed believe that school foundations in Indiana have been effective in supporting the educational programs in their school districts. Foundation officials believe that they are able to provide positive support to schools mostly through district initiatives, classroom grants, and community involvement. The results of this research may provide public schools with the impetus to create public education foundations to support their programs or determine how to improve upon their current foundation’s support. / Department of Educational Leadership

The purpose of the study was to determine to what extent information processing was being taught to students enrolled in business education curricula of Indiana public secondary schools. A secondary purpose of the study was to examine constraints that were perceived to have hampered the inclusion of information processing in Indiana secondary business education instruction.A review of related literature and research was conducted in three major areas, (1) data processing, (2) word processing, and (3) information processing. A questionnaire was developed for use in surveying 120 secondary business education department chairpersons in Indiana. One respondent was utilized in each of 50 large comprehensive high schools, 50 small comphrensive high schools, and 20 area vocational schools. A total of 87 questionnaires or 73 percent of the questionnaires were returned. Tables were prepared to indicate frequency distribution and percentages of response choices for each item on the questionnaire.Among the findings of the study were the following:1. Data processing equipment was being utilized for businesseducation instruction in 35 percent of the schools and word processing equipment was being utilized in 50 percent of the schools. Micro-computers were more frequently used for data processing instruction than mainframe connected terminals.2. A higher percentage of business education students attending vocational schools received data processing hands-on experience than in comprehensive high schools.3. Data processing concept instruction was not provided to students in 38 percent of the schools; 33 percent did not offer word processing concepts instruction.4. Slightly more than one-fourth of all business teachers had necessary skills to teach on modern electronic equipment. However, 62 percent of schools had at least one business a teacher skilled to teach data processing and 75 percent had teachers skilled to teach word processing. Only four percent of all business teachers were currently taking courses in data processing and six percent were taking courses in word processing. Lack of funds and equipment was the most frequently given reason for not including word processing in business education curricula.Further research including a replication of the study and similar studies in other geographic areas should be conducted to ascertain the adequacy and growth of information processing instruction.