Ph. D.

Multiple-teacher departments of vocational agriculture were increasing in number. This conclusion is substantiated by the fact that Virginia rural schools were consolidating at a rapid rate. The fact that all multiple-teacher departments have developed in the past 14 years indicates a definite trend to this type of department. High school enrollment and the size of the area served by the school does not have a direct bearing on the number of vocational agriculture teachers in a department. Two teachers served an area as small as 40 square miles, while the same number of teachers in another school served an area of 881 square miles. High school enrollment in the two-teacher schools varied from 134 to 1375. / Master of Science

no abstract provided by author / Master of Science

Ph. D.

Master of Science

M.S.

M.S.

This study used time series analysis of 21 years (1970- 1990) of school productivity data from Virginia to demonstrate the usefulness of time series models in describing variations in school input (primarily expenditures) and output (primarily student attainment and achievement) variables. In the study, a series of trend-removed, ARIMA(1,0,0) autoregressive time series models for school input variables were developed to describe long-term trends in school expenditures, instructional salaries and pupil/teacher ratios and to account for year to year variation in levels of school inputs. Residuals from these models for school inputs were correlated with student attainment scores and achievement score residuals with student ability removed to identify those school productivity inputs having the strongest association with school outputs. The scores of input variables having strong associations with school outputs were then plotted over the 1970-90 time period and descriptively related to historical records of legislative and administrative policy decisions thought to have had statewide effects on school productivity in Virginia. The association of school productivity relationship changes with actual policy events was then described. All school input variables could be described with time series accounting for 90+% of the year to year variance in inputs. Time series residuals from expenditures, instructional salaries and pupil/teacher ratio inputs were moderately to strongly associated with two output measures: 1) the percent of Virginia school graduates attending college; and 2) the percent of dropouts, in most Virginia (30 < N < 100) school districts. These inputs shared 20 to 40% of their variance in common with school attainment outputs. School input residuals for local expenditures and pupil/teacher ratio were also strongly associated with reading, math, and language arts achievement residuals in a small number (N=2- 31) of Virginia school districts. Stronger relationships between inputs and achievement scores in greater numbers of Virginia school districts may be revealed when more years of data are available for future analysis. Plots of significant school input variables concurrently with school outputs and historical policy change events suggested that at least three policy change events may have had positive long term effects on school productivity in Virginia from 1970-90. Legislative commitment to a reduction in pupil/teacher ratio in the early 1980's seems to be associated with a long term decrease in dropout rates and increases in college attendance among students in most Virginia school districts. Commitment to higher teacher salaries in the same time period also seems to be associated with positive changes in college attendance and reductions in dropout rates. Finally, the long term expansion of total educational expenditures in Virginia, primarily through adoption of special education, health education, and dropout prevention curriculum initiatives, seems to be associated with rising levels of student promotion rates, percent of ninth grade students graduating and percent of students attending college from 1970-90. / Ph. D.

Lack of academic success among Black male students has become a focus of educational debate. Concerned educators have led the search for effective models of intervention and prevention. Current literature indicates that positive interaction with adult male mentors in the educational. setting might foster academic success among Black male students. This study investigated the effects of a mentor program on the academic success and self concept of selected Black males in the junior high school. A mentor program was implemented in an Alexandria, Virginia junior high school. Based upon teacher and administrator referral, 50 students who might benefit from participation in a mentor program were identified. Twenty-five students were randomly assigned to the treatment group and participated in the full mentor program. The control group of 25 students was monitored. Eleven city agency and school staff members served as mentors to the experimental group. / Ed. D.

This investigation is a study of educational and vocational goals of a selected sample of rural youth; relationship of the parents' goals for their children to the childrens' goals; and a study of the relationships of sex, farm residence, membership in certain youth organizations, and level of living to these goals. Subjects were 49 ninth and tenth grade boys and girls and their parents, living in the Appalachian region of Virginia. The sample of families were chosen by criteria for selection of youths rather than parents. According to student classification types 24 were boys, 25 were girls; 26 were members of the 4-H Club, Future Farmers or Future Homemakers of America; 19 were classes in the high, 21 in the middle, and 9 in the low level of living groups; and 20 lived on farms. Schedules relating to vocational and educational goals were administered to the students and their parents. Parents were asked to complete the questionnaire as they hoped their ninth or tenth grade child would answer. Results of the data collected revealed that plans for a college education were higher for girls, for non-farm, non-membership, and higher level of living youths. Most students had not decided what to study in college; and home economics and agriculture ranked low in popularity for high school and college. Educational and vocational goals of the youths were lower than their parents' goals for them, and there was often conflict between goals of parents and children. / Master of Science