This is a study of the democratic practices in ten fifth grade groups of Denison, Texas, in administration, methods, and curriculum. The purpose of this study is three-fold: 1. To make criteria to be used in evaluating democratic action in the elementary schools. 2. To evaluate the democratic practices in ten fifth grade groups of Denison, Texas. 3. To offer recommendations for changes that could be made for the improvement of these groups.

This study analyzed the academic impact of year-round calendar schools as compared with the academic achievement of traditional calendar schools. The population studied was the 1998 public elementary schools in Texas. The academic impact was based upon the 1998 Texas Assessment of Academic Skills (TAAS) test administrated by the Texas Education Agency. The two groups of schools studied were Texas elementary schools that were on a year-round calendar schedule, and the Texas elementary schools on a traditional calendar schedule. Multiple regression statistics were used, in addition to means, and differences between the means of variables. Year-round schools (YRE), when compared to the means of traditional schools, have means lower in math scores (6.16 percent) than traditional schools. Year-round schools have fewer African Americans students (2.78%), White students (21.06%), and special education students (.25%). Year-round schools are higher in population size (72.72students), Economic Disadvantaged students (15.87%), Hispanic students (23.46%), and Mobility (3.23%).

The problem of this thesis is to determine what implications a democratic society and the biological explanation of growth and learning make to an educational program and to measure the program planned for the Intermediate School of Edinburg, Texas, by these implications.

This study is an evaluatioon of Zavala Elementary School in Austin, Texas in order to determine administration strengths and weaknesses.

The purpose of this qualitative study was to explore the readiness, planning, training and implementation stages of staff development in the implementation of the Accelerated Schools Program in a suburban elementary school. The research questions focused on how the school became interested in the accelerated program; the steps that were taken to make the school ready to accept the program; the training made available to the staff, parents and students; how teacher approval and acceptance were achieved; and how the implementation was initiated and to what degree.

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