This study investigated the relationship between math test scores and social economic status (SES). The model for this study was separated into three parts: student role performance (SRP), school, and family model segments. SES was divided into three categories: low, mid, and high SES. This study used the data from the Educational Longitudinal Study of 2002 (ELS). It was found that students with a higher SES have higher math test scores. It was also found that for large families of low and mid SES, students scored lower on their math test scores. Further study is needed to determine which aspects of SES have the greatest effect on math test scores. / Thesis (M.A.)--Wichita State University, College of Liberal Arts and Sciences. / "May 2006." / Includes bibliographic references (leaves 27-32)

Univ., Diss.--Göteborg, 2005.

Thesis (Ph. D.)--University of Oregon, 2003. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 134-147). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Psy.D.)--Rutgers University, 2009. / "Graduate Program in School Psychology." Includes bibliographical references (p. 69-72).

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Historically, educator post provisioning in South African public schools has been a / Thesis (Ph.D.) - University of Kwazulu-Natal, 2005.

Social discourses and gender equality policies in South Africa has enabled the entry of significant numbers of women into predominantly male domains of educational leadership. In this study, the lived experiences, of four women heads of department in four historically race classified schools in the Durban Metropolitan area, are explored. This study probes the gendered experiences, in which, race and class are inextricably interwoven, as heads of department in commerce and questions the extent to which their leadership positions are a reflection of gender equality. Based on semi-structured interviews with the research participants (black, coloured, Indian and white), this study argues that despite occupying the status of head of department the research participants still assume gender subjective roles. Although, some evidence exists of changing patterns of these women's lives at different stages, the study reveals that the public and private spheres of work and family are not separate entities; they intersect and impinge, with particular implications for the position of women within the sphere of education leadership. The study reveals that despite an overarching discourse of gender equality, discourses of leadership are primarily about gender, race and class structure in the lived experiences of the participants. The gendered experiences overall was such that they inhibited these women from applying for further promotion. In effect, the study shows that these women, irrespective of being educated and occupying positions of leadership, are still in a state of subjugation and male domination. / Thesis (M.Ed.) - University of Durban-Westville, 2002.