The first school reported ever to have been held in Marathon was held in a box car when Flagler was building his famous overseas extension of the Florida East Coast Railroad. Mrs. R. H. Miller, the teacher of this first school, visited in the community a few months ago. Her story of the early difficulties encountered was most interesting and enlightening. Following the "box-car school", teaching of three children was carried on in the private home of W. A. Parrish, now known as the "daddy" of Marathon and conducted by Charles Albury who is now teaching in the new, modern Coral Shores school, the only other school on the Florida Keys. Reference to the Keys" is in keeping with local usage of the term since Key West people speak often about the two "Key schools" and about "going up on the Keys." / "August, 1953." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: W. Edwards, Professor Directing Paper. / Includes bibliographical references (leaf 25).

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The central research question is the extent to which gifted programming affects student academic outcomes of gifted as compared to not-gifted students and how this differs by race/ethnicity and/or poverty status. Since the identification of elementary school students as gifted is not random, propensity score matching is used to remove this bias in the estimates of the effects. A matched sample of North Carolina middle school students based on individual level data of both gifted and not-gifted students of varied racial/ethnic groups and income levels is used for this analysis. This enables a comparison of sixth, seventh, and eighth grade student achievement to determine the extent to which participating in gifted programming differentiates effects by race/ethnicity and poverty status. I show the additional test score gain, if any, from being in gifted programming compared to students not participating in gifted programs. Variations in gifted program effects across race/ethnicity and income are assessed. This research adds empirical evidence to the more qualitatively focused gifted debate by analyzing differences in student outcomes between gifted and not-gifted students in North Carolina. Since black and lower income students are less likely to participate in gifted programs, they disproportionately encounter less experienced teachers, lower expectations, and fewer resources. The extent to which these additional learning supports translate to differences in student outcomes are analyzed.

This investigation is an analysis of the educational levels of the labor force from 1966 to 1972. The distribution of the employed who are educated by a major group of economic activities and occupations are studied. The educational levels of the employed by main classes of workers are analyzed. The unemployed by educational categories of the labor force in different areas of the country are also analyzed. Data are for Iran, 1966-1972.

The purpose of this study was to determine if significant variances exist among the attitudes of educational leaders in West Virginia toward collective bargaining and what influences certain demographic variables might have as predictors of attitudes. Eight categories of educational leaders were included in this study, with membership determined by employment or organizational position held. Twenty-one items concerning demographic information were included to gather pertinent background material. Data were collected by mail survey using a Likert Scale. The data were analyzed as follows: differences across categories of leaders were tested using the one-way analysis of variance, and predictors of attitudes were sought with a multiple regression and a Scheffe test. The results indicated that there were significant differences between groups in relation to attitudes toward collective bargaining and certain demographic variables at the .05 level of significance. / Ed. D. / incomplete_metadata

The purpose of this study was to answer several questions concerning distribution of student financial aid in the proprietary school sector. The study was conducted in the Spring of 1989 using a Fall, 1986, nationally representative sample of 3,837 students attending less than two-year and two-year proprietary schools in the 50 states and the District of Columbia. The sample was drawn as part of the National Postsecondary Student Aid Survey (NPSAS) conducted by the National Center for Educational Statistics in the 1986/87 academic year. Data came from edited NPSAS tapes dated May 12, 1988. Several statistical procedures from the Statistical Analysis System (SAS) and Lotus 1-2-3 were used to answer research questions related to (1) types of educational services provided by proprietary schools, (2) types of students receiving financial aid; and, (3) types of aid packages distributed in these schools. Several of the major results are: (1) Proprietary schools provided short-term, high-cost vocational training leading to relatively low-paying entry-level jobs. (2) Over four-fifths (84%) of the students received financial aid. The majority of these students were unmarried (74%), female (67%), less than 23 years of age (52%), lived off-campus (98%) and attended school on a full—time basis (81%). Nearly one-half (48%) of dependent and 70 percent of independent recipients had incomes of less than $20,000. About 30 percent lacked a high school diploma. Almost 43% percent were from minority backgrounds with over 70 percent having incomes under $11,000. (3) Nearly 80 percent of the recipients received either a single source of aid or two sources of aid in their aid packages. About 88 percent of this aid came from the federal government with the Guaranteed Student Loan and Pell Grant programs the predominate sources. / Ed. D.

This study examines the relationships among student socioeconomic status, school district enrollment, minority enrollment, district expenditure per pupil, and the teaching experience of faculty as these variables influence the achievement scores of secondary students in Texas. Data from a total of 1,061 Texas school districts were used to determine the effects of the indicated district-level predictor variables on three criterion variables: reading, mathematics, and writing scores for the 11th-grade Texas Education Assessment of Minimum Skills (TEAMS). The study led to the following conclusions: 1. Low socioeconomic status of students in Texas, as in the rest of the United States, insures that test scores will be lower if all other variables are held constant. 2. Large minority populations are strong predictors of low test scores, especially in mathematics and reading. 3. Students in districts whose faculty had a high average of years of teaching experience also scored high in achievement tests, especially in mathematics and writing. 4. High average district expenditure per pupil predicts high test scores, especially in reading. 5. School district size or enrollment has low predictive value of test scores. Among several specific recommendations, this study advises that further study be done concerning the most effective ways to educate minority and socioeconomically disadvantaged student populations. The study also recommends that better ways be found to retain experienced teachers in the classroom, including monetary compensation, extra allowances for staff development, and additional resources. The study cautions against simply adding money to a district's budget to increase student achievement scores, asserting that districts should make thorough studies before higher expenditures per pupil are alone used to increase test scores.

The relationship between FTE enrollments and state appropriations to public four-year colleges and universities is a fundamental issue basic to numerous institutional and state policy decisions. Yet, the relationship is obscure and may have changed during the period from 1965 to 1982. Data for this dissertation were obtained from three sources. Enrollment data were obtained from the Higher Education General Information Survey (HEGIS) information as edited and entered onto computer data tape by the Center for the study of Higher Education (CSHE) at the University of Arizona. Appropriations data were obtained from the annual issues of M. M. Chambers' Appropriations of State Tax Funds for Operating Expenses of Higher Education as edited and entered onto computer data tapes at the CSHE. Variations in the reporting of these sources were obtained through a mail survey instrument. Appropriations data were adjusted for inflation using the national and regional Consumer Price Indices (CPI). The appropriations data were corrected so that all states are reported consistently for (1) tuition, (2) employee benefits, and (3) capital equipment. The edited enrollment and the corrected appropriations data were then regressed for two time periods (1965-77 and 1977-82). The results determined the nature of change in the enrollment/appropriation relationship over time. The results show that there does appear to be a relationship between enrollments and appropriations which is stronger for certain types of institutions. Nationally, the relationship in mean constant dollar appropriations per FTE enrollments has not undergone any radical changes. However, the slopes of the regression lines have undergone statistically significant changes from period 1 (1965-66 to 1976-77) to period 2 (1977-78 to 1982-83). Yet the regression coefficients did not decline in a major way over time for the national sample, for institutions by Carnegie Classification System or by state. Wide ranges of difference were found to exist among states. However, a considerable majority of 35 states and most Carnegie classification institutions did not demonstrate a significant change in the amount of constant dollar or adjusted funding per FTE student over time.

This study examines what characteristics of schools and advisers have the most effect on fostering free student press practices as reported by advisers. Advisers' perceptions were measured based on three scales: one that measured student practices, one that measured administrative practices and one that measured adviser practices. Data suggested that existence of student free expression laws and open forum policies, number of years of teaching and advising, licensure and certification to teach journalism, and membership in professional journalism organizations are among the characteristics that have the greatest effect on fostering freer scholastic press practices. Recommendations were made to scholastic media organizations to use this data to help prioritize the initiatives to best free press practices in school newspapers. / Department of Journalism