The purposes of this study were threefold: (1) to test the assumption that a curriculum study produces change in a school faculty in conservatism-radicalism, in anxiety, in leadership behavior, and in attitude toward the curriculum study; (2) to investigate the relationships between effects of a curriculum study on conservatism-radicalism, anxiety, leadership behavior, attitude toward the curriculum study and age, sex, and years of teaching experience of the teachers; and (3) to create a model from which replications can be made by Texas Education Service Centers.

The problem of this study was to determine the impact of the Regional Education Service Centers on the public school superintendency in Texas and the desired future development of the centers.

This descriptive study of the twenty regional Education Service Centers in Texas is an exploratory analysis of programs and services that promote school improvement. Data collected from each service center website enabled the researcher to determine which programs and services are available to school districts and also allowed the researcher to analyze the similarities and differences of the programs and services among the twenty ESCs. The study also compared the numbers of programs provided by each service center along with the number of school districts, schools, and students served by Education Service Centers. The data revealed that Education Service Centers serve different numbers of students and districts and they assist schools through a variety of special program support, state and federal funding issues, educator certification programs, and professional development training that are designed to support the teaching and learning process in school districts. Although the number of programs and services vary among the twenty Education Service Centers, they do provide similar programs and services that are effective and provide sustainable systemic support for school improvement throughout their region particularly when it comes to statewide initiatives and areas of federal and state compliance issues and the improvement of student achievement. Throughout the state, Education Service Centers prove to be a valuable resource to school districts seeking solutions from knowledgeable and experienced educational professionals. In conclusion, Education Service centers provide a variety of professional services that can assist superintendents, principals, teachers, paraprofessionals, and other district staff in assisting students throughout their district in achieving the highest possible levels of success in every aspect of the school day. However, it is highly critical that both school leaders and Education Service Centers communicate effectively with each other about the needs of the districts and the services that are available to promote school improvement.

This study addressed the current status of early childhood curriculum design and implementation in the Texas Education Service Centers Seven and Eight. No Previous research about the characteristics of the preschool programs had been completed in those areas. This research established if preschool programs were receiving priority status in East Texas. The results yielded evidence regarding the characteristics of administrators, teachers, curriculum implementation, plus parent and community involvement. The information also provided insight regarding short-term and longitudinal effects on children who have attended preschool programs. Data were collected from a search of educational literature, regional service preschool directors, administrators, and teachers. The procedure used in designing the survey and interview documents was Michael Scriven's goal-free strategy. The main sources for the questions were the National Association for the Education of Young Children and Head Start. The study first directs attention to the common characteristics of national programs/standards, then discusses the level of implementation in local rural prekindergartens. The fifteen open-ended interviews yielded concise information relevant to the population of students served and administrative beliefs on current practices. Surveys were sent to a total of all preschool administrators in the Education Service Center Regions of Seven and Eight. A 51 percent response rate was received. The results of the analysis demonstrated the direction current administrators hope early childhood will take in the areas of 1) developmentally-centered curriculum, 2) parental and community input, and 3) professional development. The administrators' commitments and focal points were correlated with the national standards. Recommendations are made that should result in an overall increase of successful prekindergarten and high school graduates.