Taiwan's birth rate has dropped to the lowest point in recent years. This phenomenon affects not only the social structure but also the school enrollment. On the other hand, trend toward globalization makes parents and students have more opportunities to understand the world¡¦s school information from a variety of diverse media and channels. This makes the school enrollment more competitive. Under this extremely unfavorable situation, many universities take the school market to the social media and daily life strategically. They change the traditional school enrollment strategy to a more creative and integrated one by emphasizing more on the school characteristics. This research discusses the present university¡¦s enrolled strategy by studying the recent university¡¦s enrolled practice. We use the theory of service triangle developed by Gronroos. In the case of Fooyin University, from the past development of actual practice, we analyze the present university enrolled goal, location, and the marketing approach. We also check that the university enrollment strategy is correct and effective or not referring to the recent performance. This research not only demonstrates the characteristics of school, proposes a nice enrollment strategy, but also helps achieve the goals of sustainable development for a university.

4-H members quit. It is part of every 4-H program, and according to the research, it is even part of growing up. If only we knew why they quit, we could possibly do something about it. To date, the reasons youth join 4-H have been more thoroughly researched than the reasons they quit. This study explores why youth choose to discontinue membership in 4-H, and goes a step further, asking current members what they know about the discontinuers, to explore whether current 4-H members can provide information to guide programmatic adjustments to decrease discontinuance. This study identified a need for better communication and implementation of 4-H enrollment procedures, as 51.9% of discontinuers indicated they were in 4-H, while Texas 4-H enrollment records indicated otherwise. This study also revealed a divergence from the literature. The more active a 4-H member is the more likely they are to re-enroll, according to the literature. In contrast, this study found that 54% of discontinuing 4-H members described themselves as active in their 4-H club, and another 45% describe themselves as active at the county level. The literature also suggests that youth may not be interested in 4-H programs, finding them un-cool or old fashioned, while this study found less than 8% of discontinuing 4-H members described 4-H as un-cool or old fashioned. This study asked whether any or all of nine different factors influenced the discontinuer to leave, and none was found to be a significant trigger for discontinuance on its own. Most discontinuers agreed with one to four of the factors, implying it takes no more than four factors for a decision to discontinue. There is no one single reason for discontinuance, but it only takes a few reasons to decide to leave. Responses from current 4-H members about why others leave statistically failed to accurately identify the reasons for discontinuance. This study developed a model of "knowingness" that provides a foundation for understanding how well a current member needs to know a discontinuer in order to accurately describe their reasons for leaving.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Thesis (D. Ed. Min.)--Southwestern Baptist Theological Seminary, 2002. / Includes abstract. Includes bibliographical references (leaves 111-115).

The purpose of this study was to (1) examine the academic and demographic characteristics of 6th-grade instrumental music students attending selected public schools of contrasting socioeconomic backgrounds, (2) examine the retention patterns of students who were required to enroll in 6th-grade instrumental music compared to those who elected to do so, and (3) construct a predictive model of student retention in middle school instrumental music programs. Individual student data (N = 1052) were gathered from beginning instrumental 6th-grade programs at selected schools in a large, urban school district in Texas. Data included students’ 5th and 6th standardized test results, 7th-grade class schedules, and demographic information. Data were analyzed according to the 6th-grade campus the students attended (Title I/non-Title I) and the type of school (elementary school with required music programs or middle school with elective music programs) to identify demographic and academic factors associated with 6th-and 7th-grade music participation. I examined students’ schedules for retention patterns associated with individual school scheduling and academic remedial policies. I used logistic regression to develop predictive models of retention based on the following factors: gender, ethnicity, special education, at-risk, gifted, 5th and 6th-grade standardized test results, 5th-grade campus and pre-AP enrollment. Only the 6th-grade standardized tests, either math or reading, predicted retention in instrumental music in all of the school settings. Ethnicity, at-risk, and 5th-grade standardized tests did not predict retention in any school setting. Each school setting was unique in the factors that predicted instrumental music retention. For example, in the Title I setting, giftedness and 6th-grade reading test results predicted retention whereas in the non-Title I setting, gender, pre-AP enrollment and 6th-grade math results predicted retention. I also observed that 6th-grade required music programs were, by default, more inclusive than elective programs, and that the diversity in the student population of the 6th-grade required programs was maintained during the 7th-grade when music became elective. Results from this study suggest that offering only one elective choice per year may exclude access to music education for low academic achievers and reduce enrollment in music ensembles. / text

Remediation has become a compensatory way for an increasing number of students to attend college. The problem addressed in this study was whether student intellectual strengths and learning style preferences were, in part, related to placement or enrollment in remediation courses. The purpose of this quantitative study was to assess whether a particular learning style or dominant intellectual strength was characteristic of freshmen enrolled in remediation courses compared to freshmen not enrolled in remediation courses. This study filled a gap in the literature as no studies have analyzed the combination of learning style preferences with dominant intellectual strengths in an American college population. Its theoretical foundations were Gardner's multiple intelligence theory and Kolb's experiential learning theory. A total of 84 participants completed a demographics survey, the Multiple Intelligence Profiling Questionnaire III, and the Learning Styles Inventory. Results from the Spearman Rho correlation indicated a significant negative correlation between logistic/mathematical intellectual strengths and enrollment in remediation. For learning style preferences, students enrolled in remediation courses were significantly more likely to identify as Assimilating learners. Students in remediation were also significantly more likely to identify as Accommodating learners in comparison to students not enrolled in remediation courses. These results suggest that the college curriculum and how it is taught could be altered to accommodate both students' strengths and strengthen weaknesses in order to facilitate higher levels of academic success, ultimately leading to higher graduation rates and better employment opportunities; these improvements might, in turn, facilitate positive changes for communities in South Florida.

This study sought to provide empirical evidence regarding the use of spatial analysis in enrollment management to predict persistence and graduation. The research utilized data from the 2000 U.S. Census and applicant records from The University of Arizona to study the spatial distributions of enrollments. Based on the initial results, stepwise logistic regression was used to identify spatially associated student and neighborhood characteristics predicting persistence and graduation.The findings of this research indicate spatial analysis can be used as a valuable resource for enrollment management. Using a theoretical framework of the forms of capital and social reproduction, cultural and social capital characteristics were found to influence persistence at statistically significant levels. Most notably, the social capital proxy of neighborhood education levels, and the cultural capital proxies of the number of standardized tests a student has taken, and when the application for admission is submitted all significantly influenced a student's probability to persistence and graduate. When disaggregating by race and ethnicity, resident Hispanic students from highly Hispanic neighborhoods were found to persist at higher levels in the first year of college attendance. Also, resident Native Americans were found to have a higher probability to persist when evidencing cultural capital characteristics. Since spatially based student and neighborhood characteristics can be quantified and mapped, target populations can be identified and subsequently recruited, resulting in retention-focused admissions.

This dissertation is a compilation of three studies related to public school choice issues. Chapter 2 examines whether access to public schools of choice influences a household’s decision to choose private school for their child. I employ a multistate, individual-level data-set on students and their families — for which I have been granted access to restricted geo-code information. I supplement these data by matching students with their respective school districts using geographic information systems (GIS); I then examine whether relative measures of public school choice (PSC) in a school district influence the household’s public-private school decision. I find slight evidence that households respond to general measures of choice, though the implied effects appear to be trivial. Conditional on the presence of either PSC type of school in a district, I find more consistently significant crowd-out effects for competition measures from magnet schools, while charter school measures elicit stronger private-sector crowd-out effects, roughly three times those of the respective magnet school measures. Chapter 3 examines the statewide educational policies and student, household, and school district-level attributes that influence the demand for interdistrict and intra-district public schools of choice. In the context of a multinomial probit model, I also estimate the demand for private school as a third alternative to attending an assigned school. I find evidence to suggest that households substitute between intra-district and interdistrict schools of choice.. I also find that mobility patterns may significantly increase the probability a household opts out of district. Chapter 4 is an exploratory analysis that examines the qualities that distinguish school districts as net-losers, net-keepers, or net- gainers of students in their public schools. In particular, I examine how public schools of choice affect the net flow of students across the public sector. I find that charter schools appear to locate in districts that are net-losers of students, where students are opting into private school. I also find evidence to suggest that net-loser districts may signal better quality school districts with more diverse options available to facilitate positive student-school matches.

No description available.

Thesis (Ed. D.)--University of North Texas, August, 2008. / Title from title page display. Includes bibliographical references.