The purpose of this study is a comparison of the socio-economic status with the school status of the seventh, eighth, and ninth-grade pupils of the Montague, Texas, public schools. In this study the socio-economic status is interpreted as meaning the position that the individual, or family, occupies with reference to average standards based on the home status indexes.

To try to determine what the interests of boys and girls in the seventh grade are and how these interests are used in their school work, or are not used, is the purpose of this study.

The purpose of this thesis is to determine the implications of certain aspects of homogeneous grouping in the school and their relationship to the American conception of democracy.

This study examined the student's achievement, attitude toward science, and self-concept of ninth grade physical science students in an individualized science program and ninth grade physical science students in a traditional science class. The research was conducted to ascertain the effect of individualized instruction upon the achievement, attitude, and self-concept of inner-city junior high school science students, and to analyze the implications of these effects for administrators, teachers, counselors, and others who are interested in the optimum achievement of students to science instruction. The sample size was 150 ninth grade physical science students enrolled in an individualized science program and 150 ninth grade physical science students enrolled in a traditional program. The students were administered the Stanford Achievement Test: Science, Remmer's Attitude Toward Any School Subject Scale, and the Piers-Harris Children's Self-Concept Scale. The experimental design of the study was patterned after the posttest only control group design. Preliminary data were obtained for each student within each participating class. The preliminary data were used for establishing group equivalence and as a concomitant observation in the analysis of covariance. The preliminary data were obtained from the permanent records of each participating school and involved the student's age, I.Q., natural science achievement level, and composite achievement level. From the data found in this study and in the related research, the following conclusions were drawn: 1. Physical science students taught by the individualized science program do not achieve at a significantly higher level, as measured by a standardized achievement test in science, than do students taught by the traditional method. 2. Physical science students taught by the individualized program do not differ significantly from the students of traditional physical science in attitude toward science. 3. Physical science students taught by the individualized program do not differ significantly from the students of traditional physical science on a standard self-concept scale. 4. The student variables of I.Q., background in natural science, and composite achievement level are important factors in successful achievement in physical science. 5. The student variables of I.Q., background in natural science, and composite achievement level are important factors in attaining a high positive attitude toward science. The I.Q. of the student seems to be the most important of the above factors. 6. The student variables of I.Q. and natural science achievement are important factors in attaining a high self-concept. 7. There was a significant relationship between grade point average in science and student achievement in science. 8. There was a significant relationship between grade point average in science and attitude toward science. 9. There was a significant relationship between grade point average in science and self-concept.

The feeling of ownership is a topic of research that has not been addressed as a component in the integration of technology in the K-12 classroom. The effectiveness of this abstract concept in relationship to digital computing is important in the evaluation of one-to-one initiatives in education. This paper reports findings of a research study conducted using a new ownership survey instrument I developed, the Laptop Usage Inventory (LUI). Also administered during the study was the Student Attitude Survey given in a pretest/posttest design. The instruments were administered to seventh and eighth grade students in a north Texas middle school in the 2007-2008 school year. The methodology used to evaluate the Laptop Usage Inventory consisted of Cronbach's alpha and various scaling methods. LUI scale scores were correlated with the results of the Student Attitude Survey to compare students' attitudes toward school before and after using a laptop computer for the school year. Implications for laptop initiatives and for the classroom are discussed and a future research agenda is presented.

This study is the result of testing conducted on seventh grade students to determine the influence of environment on academic achievement.

The purpose of this study is to determine the extent of pupil failure in the seventh and eighth grades of the Cleburne Junior High School, to determine to what extent certain mental characteristics contribute to pupil failure and success, and to submit some suggestions as to how pupil failure may be reduced to a minimum in the seventh and eighth grades of the Cleburne Junior High School, Cleburne, Texas.

Interest is a guiding force in helping an individual to realize the pattern he is making through his day by day experiences. All children have not had the same experiences. They may or may not be interested in the same activity. It has been said that behavior is caused. If behavior is caused, then, to know the interests of children may be very valuable in diverting or guiding their activities which are desirable to help them better fit themselves to the society in which they live. Thus, the problem of this thesis is to discover the interests and activities of a seventh-grade group of boys and girls attending Huey School, Wichita Falls, Texas.

This thesis is an analysis of certain factors associated with school progress of students of the graduating class of the Hillsboro Junior High School for 1940. The study is limited to considering the effect of age, attendance, environment, and economic status on progress during four years that these students attended junior high school.

This study is concerned with the problem of determining whether there is a relationship between achievement and specific ethnic and profile characteristics of Anglo-American and Mexican-American junior and senior high school students who are enrolled in a large metropolitan public school district. The purposes include (a) delineation of demographic data on these students in terms of specific group membership, gender, age, and educational concerns; (b) identification of the attitudes and values of these students; (c) evaluation of the relationships between the demographic data and the degree to which ethnic membership and interpersonal concerns impact participation in the classroom.