The overall objective of this study was to identify the common characteristics that are present in the development of self—esteem among black males and to better understand the factors associated with their self-esteem. To attend to this objective the following variables were considered: self-esteem, family structure, peer group association, and personal areas of their lives. Consequently the following hypotheses were tested: 1.There is no statistical significant difference between children who live in public housing and children in non-public housing with reference to their self-esteem. 2. There is no statistical significant difference between children in non-public housing with reference to their peer group relationship. 3. There is no statistical significant difference between children who live in public housing and children in non-public housing with reference to their family support. The results of the t-Test analysis indicated that there is no statistical significant difference between the children living in public housing and the children living in non-public housing for all the three hypotheses tested. Contrary to the previous findings which indicated low self-esteem among Black males in public housing, the result of this study indicated higher levels of self-esteem among Black males living in public housing. The reason for this may be attributed to the interventive program sponsored by Clark Atlanta School of Social Work which provides innovative exercises, workshops, group discussions, games, and fields trips to the Black males that participates in this study.

From 2000 to 2007, the five core county area of Metropolitan Atlanta (Fulton, Dekalb, Clayton, Cobb and Gwinnett) experienced 1,871 incidents involving child pedestrians. Nearly one-third of these incidents occurred during school-commuting hours. This study examines the geospatial locations of these incidents, with regards to the location of all 647 public schools within the study area. A GIS is used to analyze the spatiotemporal arrangement of these incidents in order to find risk factors and patterns in the data. Aspects of the built environment are then considered in areas with higher frequencies of child pedestrian-vehicle incidents. A walkability assessment is conducted to assess risk factors involved in the increased incident frequencies in an area of Stone Mountain. A correlation with the location of parks, recreation centers and other destinations are found. Improvements and installation of crosswalks are suggested in order to improve safety and walkability of child pedestrians in these areas.

It was the goal of this study to examine teacher perceptions of the effectiveness of the English to Speakers of Other Languages (ESOL) Sheltered program model for 9th to 12th grade students as it relates to passing scores on the Assessing Comprehension and Communication in English State-to-State (ACCESS) for English Language Learners Test. This study also measured teacher perceptions of the ESOL Sheltered Program as it relates to academic improvement. The research focused on the possible relationships that may exist between ACCESS scores and ESOL teacher demographics, ESOL teacher training, ESOL teacher attitudes, ESOL teacher challenges, ESOL teacher efficacy in the use of general strategies, and ESOL teacher efficacy in the use of specific verbal and nonverbal strategies. The research design required the use of the correlation, ANOVA, and regression statistical models to test the research questions. The Cronbach Alpha statistical model was used to test the survey for reliability while item-to-scale correlations were used to the test the survey for construct validity. The researcher found that there was a significant relationship between student performance as measured by ACCESS scores and the independent variable, School Culture for ESOL students. The dependent variable—effectiveness—revealed significant relationships with teacher attitudes, school culture for ESOL students, and teachers’ self-efficacy with the use of specific verbal strategies literacy, vocabulary, and questioning. Recommendations were suggested for policy makers, district educational leaders, school educational leaders, ESOL teachers, and future researchers.