This study was made in an effort to evaluate the need in Texas for Distributive Education--a vocational education for workers in distributive occupations. By the term, distributive occupation, is meant an occupation in which workers are employed in the commercial exchanges necessary for making available to consumers the goods and services produced by others.

The problem of this study may be stated as follows: (1) to establish sound and acceptable principles and criteria for the special education of exceptional children, (2) to analyze the Texas plan of special education together with the plans of certain other selected states, (3) to determine how adequately the Texas plan is meeting the psychological and sociological needs of exceptional children.

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The purpose of this study was to identify high performing school districts in Texas and to determine if there are different characteristics leading to the provision of an adequate education in high performing districts as compared to low performing districts. It specifically sought to determine which characteristics contributed most to an adequate education and used data from the Texas Academic Excellence Indicator System (AEIS) which chronicled scores on the Texas Assessment of Academic Skills (TAAS). The population for this study consisted of all 2001-2002 Texas public school districts with the exception of charter schools, special-purpose statutory districts, and state-administered districts, which resulted in using data from 1027 Texas school districts. Descriptive discriminant analysis was chosen as the method for statistical analysis. Data were obtained from the Texas Education Agency (TEA). Adequate and inadequate districts were analyzed according to eight variables. They were (1) taxable value per pupil, (2) the percentage of special education students, (3) the percentage of students coded as bilingual and ESL, (4) pupil-teacher ratio, (5) the size of the district, (6) the percentage of economically disadvantaged students in the district, (7) the district community type, such as rural or suburban, and (8) the total operating expenditures per pupil. Two analyses were conducted. The first analysis sought to determine the different characteristics between adequate districts (districts that scored 80% or above on the TAAS test) and inadequate districts (districts that scored 79% or below on the TAAS test). In order to determine these differences with a higher standard for adequacy, a second analysis was performed. The second analysis focused on districts deemed adequate by scoring 90% or above on the TAAS test compared to those districts deemed inadequate by scoring 69% and below. The eight variables accounted for 21% and 37% of the variance between groups respectively. For both analyses performed, the three variables that clearly contributed most to predicting membership in the two groups were the percentage of economically disadvantaged students( .935, .652), the percent of students in bilingual or ESL programs (.332, .371), and the taxable values per pupil (.178, .058). The percentage of economically disadvantaged students indicated that this variable explained 94% and 65% of the overall effect sizes. The percentage of bilingual and ESL students explained 33% and 37% of the effect size. Taxable Value per pupil explained 17% and 6% of the effect size. The percentage of special education students, total operating expenditures per pupil, the student-teacher ratio, community type, and the size of the district each, revealed only slight contribution to group differences. These results clearly suggested that the inadequate districts had higher percentages of economically disadvantaged students and ESL students while the adequate districts had higher taxable value per pupil, or wealth.

The study compared outcomes for distance learning courses with those of traditional courses offered by the seven campuses of Dallas County Community College District (DCCCD). The course outcomes were defined as completion rate, dropout rate and success rate. Eleven courses offered during the fall 2003 semester were selected for the study. The methods of instruction employed for each course were traditional classroom lecture/discussion and distance learning formats of Internet, TeleCourse and TeleCourse Plus. Internet courses are delivered on-line, using Internet access and a browser, TeleCourse uses one-way videos or public broadcasting, and TeleCourse Plus is a hybrid between Internet and TeleCourse courses. Seven of the courses selected were part of the core curriculum approved by Texas Higher Education Coordinating Board (THECB) while four other courses were completely transferable. Two types of specific data were extracted: course data and individual student data. Course data included method of instruction, length of course, instructor's load, enrollment, number of withdrawals, and grade distribution. In addition, course requirements including the use of email, videos and Internet, orientation and testing on campus were added as variables. The student data included demographic variables such as age, gender, ethnicity, family status, employment and academic variables including number of credit hours completed, previous distance learning courses, grade point average (GPA), grades, placement scores, previous degrees held, withdrawal history, and financial aid. The theoretical framework for ensuring sound statistical analysis was Astin's student engagement model. The results showed that significant differences exist due to the three distance learning methods of instruction for all course outcomes studied. Completion and success rates are higher for traditional courses and dropout rate is higher for distance learning ones. The outcomes for Internet courses are closer to the rates of traditional courses. Student factors that relate to performance in distance learning courses are GPA, credit hours completed, and family status, whereas those which do not relate to performance in the same classes are semester load, age, TASP reading scores, previous distance learning courses, income, and number of dependents. Course characteristics have a significant effect upon success rate, but no effect upon completion and dropout rates.

The Texas Education Agency (TEA) annually rates campuses and districts on how well they meet standards of student performance. Since the high standard is so difficult for campuses and districts to reach, educators continually seek ways to improve student performance. The effective schools process is research-based and has stood the test of time. Descriptive statistics were used in this study to identify practices within the effective schools correlates that exemplary campuses implement. Campuses with long-term exemplary ratings were identified using the TEA data base. Campus site-based teams were surveyed using the More Effective Schools Staff Survey. Data was collected on elementary and secondary campuses with homogenous, diverse, economically advantaged, and economically disadvantaged student populations. District instructional leaders for those campuses completed a District Instructional Leader Survey to determine what practices districts implement to support their exemplary campuses. Findings from this quantitative study revealed what effective schools practices were highly evident on these exemplary campuses, regardless of diversity, economic status, district size, community type, property wealth, or location within the state. Findings also revealed that district leaders provide direction and support in the areas of (a) professional development; (b) beliefs, mission, and goals; (c) curriculum; (d) instruction; (e) assessment; and (f) site-based decision making. The research data imply that campus or district administrators can improve the performance of their students if the identified practices are implemented.

The purpose of this 4-case study was to determine the significance of the effects of the recapture legislation in Texas upon the quality of schools as perceived by administrators in participating school districts, including those surrendering funds (Chapter 41) and those receiving funds (Chapter 42). The recapture provision requires districts above a designated level of property wealth to surrender excess funds to be appropriated to districts with property wealth below a designated level. The study solicited administrators’ perceptions in both district types as to whether the changes in funding have significantly affected the quality of their schools. Using University Scholastic League classifications as a guideline for size, 2 Chapter 41 districts, and 2 Chapter 42 districts, 1 small and 1 large of each type, were selected to participate. Variables included 5 indicators of schools quality that are repeatedly mentioned in literature concerning effective schools: curriculum, climate, leadership, facilities, and safety and security. A review of literature included the historical development of public school finance systems as well as studies of the effects of efforts to equalize funding upon both the financial health and academic performance of schools. A weak link or no link between funding systems and student performance or financial health was indicated. This study supported these conclusions with both Chapter 42 districts; however, there was a discrepancy between the perceptions of administrators in the two Chapter 41 districts, indicating a need for further study. The unique aspects of this study are that it solicited directly the perceptions of acting administrators and that it included administrators in districts receiving funds to determine how those funds are being used and whether they have a significant effect upon school quality.

"The first part of the study is devoted to a comparison of those graduates who stay in Denton with those who move away. The marital status of each group, where they live, and why they chose the cities in which they live are shown in this section. A study is made to determine if those graduates who have moved away choose cities larger or smaller than Denton. The second aspect of the problem is developed by making a comparison of the quality of work done in high school and amount of education of the two groups. To make this comparison, a study is made of the quartile rank in high school ; the number that attended college in each group; the schools they attended; and the number that graduated from college. The third part of the problem is a comparison of the degree of success attained by each group. the occupations of the graduates, the number who have their own businesses, the financial success of each group, and the relationship of education to financial success attained are shown. The fourth division of the problem is the presentation of suggestions given by the graduates for improving job opportunities in Denton. It is hoped that this study will show whether or not Denton is losing its potentially more valuable citizens to other communities."-- leaf 2.

The purpose of this research was to ascertain the characteristics of dropouts, their rationale for reentry, and what constituted effective practices within a Texas alternative education program (AEP). While, a number of studies have been conducted to explain why students drop out of school, more research was needed in the area of students that reenter to complete their studies (Fernandez, Paulsen & Hiranko-Nakanishi, 1996; Krashen, 1998; NCES, 1981; Pirog & Magee, 1997; Ramsey, 1988; Rumberger, 1995; Warren, 1996; White & Kaufman, 1997). The study utilized qualitative methodology with a case-study approach by utilizing small groups within the context of an organization (Miles and Huberman, 1994). The study site was purposely selected (Kuzel, 1992; Morse, 1989) using low-socio-economic criteria, ethnic representation, an AEIS rating of Commended, and a high graduation rate. Site participant selection included comprehensive sampling (Goetz and LeCompte, 1984) of the AEP personnel and random sampling of the student participants and their respective parents. The primary data was collected using a modified three-interview method (Dolbeare and Schuman, 1982) with corroborating document review and focus groups. Findings indicated that research participants could identify seventeen different characteristics for returning high school students. Some of the characteristics describing these students also reflect their motivation or rationale for returning back to complete their high school studies. The study revealed four major practices within the AEP that supported the program and its students towards their mission of graduating. These were: hiring the right personnel, monitoring academic progress, providing student support services, and maintaining a safe school climate. A resultant theme indicated that there was a need to promote a positive image of the value of the AEP. Since only ten participants and five students were included in the study, the findings can only be tentatively generalized. Finally, suggestions are made for AEP programs to be designed to entice students not only to return back to school, but to remain until their goal to graduate is realized. / text