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The effect of public school prekindergarten (pre-K) attendance on academic achievement has not been extensively studied for the purpose of funding these programs. The MCT2 scale scores in the areas of language arts and math and the report card number grades for the areas of language arts and math were analyzed for 114 students. Of this number, 49 students attended a public school pre-K program, and 65 students did not attend a public school pre-K program. This study was a causal-comparative study. A repeated measures approach with a between-within design was used. An analysis of covariance, ANCOVA, was used to examine if there was a statistically significant difference in the MCT2 scale scores for language arts for 3rd-grade students who attended a public school pre-K program and students who did not attend a public school pre-K program. In addition, 3 separate t-tests were run for each grade level for language arts and math report card grades. Results revealed that there was a statistically significant difference in the MCT2 language arts mean scale scores. For the area of math, the students who attended a public school pre-K program had comparable MCT2 math mean scale scores with the participants who did not attend a public school pre-K program. For language arts and math report card number grades, students who attended a public school pre-K program had higher report card number grades compared with students who did not attend a public school pre-K program. Based on these findings, it can be implied that public school pre-K attendance was effective for the academic areas language arts and math. It is recommended that public school pre-K programs continue to be funded and implemented for 4-year-old students in the Raleigh School District. The subjects of language arts and math should continue to be instructed for the pre-K students. It is also recommended that public school pre-K programs be funded and implemented in school districts across the state of Mississippi, as well as nationwide.

The school district of Philadelphia built up its security program along a very distinct pathway that was largely unrelated to any real needs protection. This program played out in two distinct phases. In the late 1950s, black and white students clashed in the neighborhoods surrounding schools over integration. Black parents called upon the city to provide community policing to protect their children in the communities surrounding schools. As the 1960s progressed and the promised civil rights gains from city liberals failed to materialize, students turned increasingly to Black Nationalist and black power ideology. When this protest activity moved inside their schoolhouses as blacks simultaneously began moving into white neighborhoods, white Philadelphians began to feel threatened in their homes and schools. As black student activism became louder and more militant, white parents called upon the police to protect their children inside the school house, as opposed to the earlier calls for community policing by black parents. White parents, the PPD, and conservative city politicians pushed the district to adopt tougher disciplinary policies to ham string this activism, to which black parents vehemently objected. The district resisted demands to police the schools through the 1960s until finally caving to political pressure in the 1970s. / History

The purpose of this study was to determine the extent to which minority students in the Peralta Community College District in California, specifically, Merritt College have succeeded in gaining access to Merritt College and whether Merritt is providing needed remedial and other pertinent services/programs, necessary for the success of minority students enrolled in the institution. Merritt College in the Peralta Community College District was selected for this study because the Peralta District has a reputation for providing quality education along with innovative programs. A survey was designed in an attempt to ascertain students' perceptions of the importance and satisfaction with remedial and supportive services/programs that were available at Merritt College. The Statistical Package for the Social Science Computer Program was used to calculate FREQUENCIES, CROSSTABS and CHI SQUARES. The findings indicate that the majority of students felt open admission was very important or important in assisting students in accomplishing their goals. The findings also revealed that students felt that supportive services were important in community colleges. It was also indicated that students felt that it was important to have minority representation on the faculty and staff. The findings revealed that students were satisfied with the supportive services/programs and related work experience or internship programs at Merritt College.

This historical study focuses on the development and progress of the Collin County Community College District in its first five years. The educational philosophy, key policies, organizational structure, facilities, curriculum, and level of acceptance are examined as are faculty and student characteristics. This study addresses the local efforts leading to the creation of the district, the role of community and college leaders in its development and the District's unique features.

The purpose of this study was to document the history of the Virginia State Advisory Council on Vocational Education and to collect perceptions on the impact the Council had had with regard to its mandated functions and related activities. Suggestions were also solicited from selected individuals involved with the Advisory Council for ways to improve the impact of the Council, as well as opinions as to the greatest impact of the Council. In order to accomplish these goals, the history of the Virginia Council was researched and compiled, using the method of triangulation when possible. The history was written in the method of combined topical and chronological arrangements. Sources for the history of the Council included minutes of the Council's meetings, the Annual Evaluation Reports prepared and disseminated by the Council, and correspondence exchanged with and by the Council. Additional information was received from individuals who were interviewed. Perceptions were solicited from selected individuals regarding the impact of the Advisory Council. To accomplish this portion of the study, questionnaires and interviews were employed. Questionnaires were designed in the open ended format to allow freedom in responses and also to enable the investigator to use the same questions in the interviews. Based on the findings of this study, thirteen conclusions would seem to be supported. Five of the conclusions are listed below: 1. The Virginia State Advisory Council on Vocational Education was, for the period of this study, an active Council whose visibility in and respect from the vocational education community increased during this time. 2. The Council provided recommendations to the State Board of [Vocational] Education which were necessary and relevant for improving the vocational education program in the State. Most of the recommendations received favorable action by the State Board of [Vocational] Education. 3. The Advisory Council fulfilled, through various activities, the seven functions mandated by federal legislation. 4. The Advisory Council has been very effective in fostering coordination, cooperation, and relationships with other agencies and constituencies. 5. Increased representation on the Council from business and industry is needed. / Ed. D.

The purpose of this inquiry is to investigate the depth and breadth of involvement of the American Red Cross as an adult education agent from 1940 to 1947. Adult education was broadly defined as any process to improve adults' skill, knowledge, or sensitivity by formal or informal means in a variety of settings and using various materials to enhance learning. The terms training and education were used synonymously. Two major research questions focused the study: (1) What is the historical background of the Red Cross and its relationship to adult education? Supporting questions addressed the Red Cross response to government requests and to national crises, and initiation by the Red Cross of adult education programs and activities. (2) How did the American Red Cross act as an adult education agent from 1940 to 1947? Supporting questions focused on the sanction for adult education; administrative structures; the development, delivery, and unique characteristics of Red Cross programs and activities; and volunteer recruitment. Results indicated that the American Red Cross, early in its history, fostered adult education and promoted programs and activities that filled a gap or addressed a specific need. This effort continued during and after World War II, with services to the Armed Forces and in response to needs of civilians. Programs and activities were developed or modified to prepare citizens for civilian defense, to help women who were left as heads of households, and to assist millions of volunteers helping in the war effort. Members of the Armed Forces were taught survival skills in combat in and around water, convalescent swimming, and first aid. Staff learned to help members of the Armed Forces maintain morale through recreation and recuperation activities and to provide social services to the Armed Forces, veterans, and their families. Over 14 million people received certificates for specific courses taken under the auspices of the Red Cross during the period between fiscal years 1940 and 1947. During fiscal years 1941 to 1945, over 687 million man-hours of service were donated by volunteers. The professions of medical and psychiatric social work grew from job functions established by the Red Cross in military hospitals, and the Red Cross was responsible for giving the recreation profession a major boost. Other programs such as the nurse's aide, water safety, and the Town and Country Nursing program, the latter the forerunner of public health nursing, were established by the American Red Cross. The Red Cross was reported to be the first organization to teach first aid. Overall, the American Red Cross touched the lives of millions of U.S. citizens and people around the world with its adult education programs, which stemmed from its mission to help others in need. / Ed. D.

林健發. / 據手稿本影印. / Thesis (M.A.)--香港中文大學硏究院歷史學部. / Ju shou gao ben ying yin. / Lin Jianfa. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan li shi xue bu. / Chapter 一 --- 緒言 / Chapter 二 --- 書院的起源與清初之發展 --- p.1 / Chapter (1) --- 書院的起源 / Chapter (2) --- 清初之發展 --- p.13 / Chapter 三 --- 雲南省書院的建置沿革 --- p.105 / Chapter 四 --- 規模與結構 --- p.163 / Chapter 甲 --- 書院之組織 --- p.166 / Chapter 乙 --- 山長之聘請、資格、待遇、職責與任期 --- p.184 / Chapter 丙 --- 生徒之資格、等級與待遇 --- p.218 / Chapter 丁 --- 教學內容與條規 --- p.250 / Chapter 戊 --- 經濟基礎 --- p.268 / Chapter 己 --- 建築 --- p.300 / Chapter 庚 --- 藏書 --- p.320 / Chapter 五 --- 書院的功能 --- p.406 / Chapter 六 --- 結論 --- p.524