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

This study is an examination of the Alvarado, Texas middle school. Advantages afforded by the school building, family income level, and cooperative standards helped indicate future success.

The purpose of this study is to make an evaluation of Gainesville Junior High School to determine the extent to which it meets criteria for this type of school. The different phases of the school evaluated were: plant and equipment, library, course of study, techniques of teaching, and extra-curricular activities.

The problem is to determine by questionnaire the extent to which a representative sampling of Texas high schools provide activities to meet pupil needs.

This study is an evaluation of the Henrietta High School of Henrietta, Texas. Its purpose is to measure this school by comparing it to the two hundred try-out schools which were used by the Cooperative Study of Secondary School Standards in setting up their criteria for determining the characteristics of a good secondary school.

The problem in this study is to evaluate the Coleman High School of Coleman, Texas. Areas evaluated are: pupil population and the school community, curriculum and course of study, pupil activity program, library service, guidance service, instruction, outcomes of the educational program, the school staff, the school plant, and school administration.

This study attempted to determine if the type of class schedule (traditional, A/B block, or accelerated block) used in Texas public high schools significantly affects students' achievement results, attendance rates and dropout rates. One thousand four hundred ninety (1490) Texas high school principals were surveyed to determine the type of schedule currently in use on each campus, the type of schedule previously used on each campus, the length of time the current schedule has been in place on each campus, and the length of time that the previous schedule was used on each campus. This study is particularly significant in that this research provides information to assist principals in determining if block scheduling is instrumental in improving achievement in reading and mathematics, in improving attendance and in lowering dropout rates. The results of the study indicated that the use of a particular type of schedule: traditional, A/B block, or accelerated block is not directly correlated to improved achievement, attendance, or dropout rates. An expectation that the implementation of a traditional, A/B block, or accelerated block schedule will be the sole factor to cause improved student achievement, improved attendance rates or improved dropout rates is inappropriate. Ultimately, campus and districts officials must assure that effective teaching practices are occurring on each campus, regardless of the schedule type. Currently, a projected (Texas) state education funding shortfall is causing school district administrators to review cost-saving options for the 2003 - 2004 fiscal year. There is discussion in many districts regarding the fact that traditional scheduling is more economical than A/B block or accelerated block scheduling. The results of this study indicate that the decision to move campuses from A/B block or accelerated block to traditional scheduling might be made as a cost-saving move without negatively impacting student achievement, attendance rates or dropout rates.

This study seeks as its purpose to establish an .objective evaluation of the counselor and his role as seen by various professional groups. The primary purpose of the investigation is to compare the perceptions of these various groups as to the tasks a counselor may perform. The study involves the distribution of an opinionn-aire to one hundred public high school counselors, one hundred public high school principals, sixty-three counselor-educators, and forty-two administrator-educators. A return percentage of seventy-nine has been realized.

The purpose of this study was to determine the extent secondary assistant principals in large Texas high schools demonstrate behaviors consistent with what the literature describes as instructional leadership. Three hundred seventy principals and assistant principals of large Texas high schools participated in this study. The Principal Instructional Management Rating Scale (Hallinger, 1987) was used to quantify instructional leadership in 10 different job functions. The study found that (a) assistant principals perceive themselves as exhibiting instructional leadership behaviors at a high frequency, (b) principals perceive their assistant principals exhibiting instructional leadership behaviors at a high frequency, (c) the perceptions of the principals and assistant principals were similar, and (d) principals and assistant principals reported more engagement in instructional leadership responsibilities and felt more pressured over the last five years under the new accountability and rating requirements of No Child Left Behind and the state assessments. These findings suggested that the administrative roles and responsibilities in high schools should be restructured to allow assistant principals to focus on instructional leadership.

A complete evaluation of the secondary school in Chico, Texas