Providing services to handicapped children is more expensive than educating nonhandicapped children. Previous studies have estimated the cost of special education to be approximately twice that of regular education. However, these studies have produced a number of problems in providing accurate cost data including a lack of data at the local level to make meaningful determinations, difficulties in treating shared and indirect costs, problems in making cost comparisons across districts, and variances in the cost of resources over time. This study evaluated the Larson (1985) model, a new methodology for calculating special education program costs, by comparing it to the Rossmiller (1970) model, a widely used method for calculating special education program costs. Judgments were made by comparing the efficiency and effectiveness of each model to the other. Efficiency was appraised byl comparing input and process considerations in computing special education program costs in a select school district in Virginia. Effectiveness was appraised by comparing each model’s ability to produce comprehensive and accurate special education program costs from the sample school district. Findings indicated that the Larson model had several advantages over the Rossmiller model. First, the Larson model was more efficient as less information from the regular budget was needed to complete indirect cost calculations. Second, the Larson model was more efficient in dealing with shared costs as they could be prorated through the use of a multiplier. Third, the Larson model was considered more accurate in its treatment of related services costs. However, several qualifications needed to be made in Judging the Larson model as a better product over the Rossmiller model. Conducting a cost determination was a lengthy process no matter which model was used and is more dependent upon the availability of data in a school district than the model used. Also, both models tended to produce similar cost figures when related services costs were taken into account. / Ed. D. / incomplete_metadata

With the passage of P.L.94-142, the Education for All Handicapped Children Act of 1975, a national statement was made regarding the rights of handicapped students to a free, appropriate education. Since passage of the law, the cost of implementing P.L.94-142 has been a topic of concern for policymakers, school administrators and taxpayers. The rising cost of special and general education has placed a greater emphasis on accountability for the quality of the programs to justify the expenditures. Thus, the need for cost analysis in education is becoming more important as the competition with other governmental agencies for available funds becomes more acute. Previous studies of special education finance related to cost accounting have indicated the difficulties in gathering accurate data on a uniform basis. As evidenced in this study, not all expenditures were properly charged to special education. When this occurs, benefits of cost analysis are diminished by the inaccuracy. An effective cost analysis system should be accurate, comprehensive and precise, and should not be cumbersome. The Larson Model (1985) can be used to calculate the cost of individual programs and services, and the aggregate costs by handicapping condition or environment. The purpose of this study was to test an instrument that would provide a descriptive cost analysis of the special education programs and services in Frederick County, Maryland, Public Schools during the 1984-85 school year. Per pupil costs were determined by environment or level of service as defined by the Maryland State Bylaw Continuum of Services for special education. This study provides additional testing and development of a common framework or model for descriptive cost analysis of public special education programs and services by local educational agencies. / Ed. D.

Virginia's mandated student outcomes assessment program, as created by Senate Joint Resolution No. 83 in 1986, allowed community colleges in the Commonwealth latitude in developing their own assessment strategies. These strategies have developed slowly and with some inconsistency. The purpose of this study is to determine the congruency of beliefs about the implementation of Virginia's student outcomes assessment program between purposefully selected members of the Virginia General Assembly and community college assessment practitioners. Data for this study were derived from the review of public documents, and the execution of a survey instrument, the results of which were used to develop interviews with designated state legislators and community college assessment practitioners. The interviews became the primary data source for the study. Findings indicate that the legislative participants believe that used by all community colleges across Virginia would be more appropriate than approaches specifically geared to individual institutional missions. Practitioner respondents differ on this issue. The legislators generally believe that the use of a standardized testing approach administered across all community colleges could be beneficial. The practitioners beliefs differ, though not markedly, from the legislative group. Legislators are evenly divided on the issue of using assessment results for institutional comparison. The practitioner group express reservations concerning this prospect. There exists modest differences of belief between the groups concerning the appropriation of general funds to support individual community colleges based on assessment results. The study findings point to congruence of belief among legislative and practitioner respondents when considering the implementation of outcomes assessment in the area of general education. Agreement of beliefs is also found among the practitioner and legislative groups in the implementation of assessment guidelines affecting the communication of assessment results with the citizenry, accountability issues relating to discontinuance of programs, quality assurance, etc., and the role of assessment in Virginia’s college transfer processes. / Ed. D.

The New Horizons Project, a school/business partnership in Richmond, Virginia, was established in 1980 between the Richmond Public Schools and the Metropolitan Richmond Private Industry Council to prepare youth from economically disadvantaged homes to enter the world of work. An in-depth case history of the New Horizons Project was conducted to describe how it was developed and to identify the factors that became a part of its implementation, success, and demise. The study provides useful information to school systems which are interested in establishing similar partnerships. The population for the study consisted of representatives from the business/industry community, the Richmond-Public Schools, the New Horizons staff, and a Virginia Commonwealth University faculty member who had knowledge of the project. / Ed. D.

A thorough investigation of postsecondary programs for learning disabled (LD) students is not available in the professional literature. In previous studies the perspectives of college faculty and staff have been explored regarding services for LD students, but few have investigated the perspectives of the students themselves. Therefore, more information is needed about what postsecondary students consider helpful as they cope with college life. The purpose of this study was to investigate learning disabled students' perceptions of factors that enhance their "adjustment" on the postsecondary level. The study was designed to determine what types of academic and personal support services LD students consider helpful in making their adjustment to college life; what services they use most often; what impact the type of learning disability has on service preference; and what impact the type of institution (two- or four-year) has on service preference. / Ed. D.

This study concerned the nature and process of Black identity development as described by William Cross in a linear, stagewise model of Black identity development. Dr. Cross is a psychologist and Associate Professor in the Africana Studies and Research Center of Cornell University. He developed his model of Black identity development which he called the Negro to Black Conversion Experience in 1971. In 1991, modifications were made in the model by Cross which emphasized the diversity in African American identity. Cross's model included the stages of Pre-encounter, Encounter, Immersion-Emersion, Internalization, and Internalization-Commitment. / Ph. D.

This study addresses systemized transition planning and preparation for adult adjustment of secondary students with disabilities. Transition planning and preparation for youth with disabilities as they move from school to work and community adjustment is essential; however, thorough planning is rarely accomplished. Therefore, it is important to study the level at which transition services are currently delivered for secondary students with disabilities and to examine factors that affect delivery of those services. This study investigates (a) the status of transition services in Virginia school Divisions, (b) the status of specific factors that may affect delivery of transition services, (c) factors related to delivery of transition services and (da) demographics about persons most responsible for coordination of transition in local school divisions. Specifically, four transition service areas were examined: a) integration of students with disabilities with nondisabled peers, b) instructional programs, c) coordinated planning and d) support services. Also investigated were three factors that affect delivery of transition services: a) cooperation of vocational and special education, b) administrative support and c) a formal interagency transition team. Findings indicated the degree to which transition services were delivered across the state, as well as relationships between the level of delivery of transition services and the factors that were examined. Positive correlations demonstrated that the greater the level of administrative support for transition at the local level, the greater the level of delivery of transition services. Further, the greater the level of cooperation of vocational and special education, the greater the level of delivery of transition services. Existence of an interagency team correlated substantially with coordinated planning services. / Ed. D.

The primary purpose of this study was to compare three instructional delivery systems for providing basic math skills training to non-degree industrial and technical teachers. Also examined was the extent to which selected teacher background characteristics were associated with test performance. Additionally, the three treatment groups were compared on the basis of student ratings of selected items on the course evaluation instrument. Eighty-four non-degree industrial and technical teachers teaching in West Virginia were given a pretest on basic math skills. This pretest was followed by a seven-week period of basic math review and remediation using one of three instructional delivery systems. The three instructional delivery systems included Computer Assisted Instruction (CAI), Individualized Learning Modules (ILM), and the traditional lecture (LEC). A posttest was administered to participants at the end of the review and remediation period. An analysis of covariance was used to compare the mean posttest scores for each of the three treatment groups. The pretest score served as the covariate. Results of the study indicated that although there were substantial gains in basic math scores within each treatment group there was no significant difference in mean posttest scores when comparing the three treatment groups. Computing the Pearson Product-Moment correlation in assessing the relationship between selected teacher background characteristics and posttest scores, it was found that the variables pretest and age were significantly related. Pretest scores had a high positive correlation to posttest scores while age had a moderate negative correlation. A one-way analysis of variance was used to compare the ratings of selected items on the course evaluation instrument. No significant difference in ratings between treatment groups was found for any of the items compared. / Ed. D.