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The purpose of the study was to describe perceptions toward schools held by black parents of students granted racial balance transfers for 1978-1979 school year by Fort Wayne Community Schools administration officials. An attempt was made to discover if parental support for schools changed when children transferred from one school to another using racial balance transfers.Personal interviews were held with six randomly selected black parents of elementary students granted racial balance transfers for the purpose of generating questions for a parent questionnaire. Information secured from the interviews was compiled and placed into categories relative to administration, curricular offerings, quality of teaching, student progress, school environmental, school climate, and parental involvement. A questionnaire was developed from data gained from interviews with the parents. Black parents, two doctoral committee members, students enrolled in the doctoral seminar for research, and a selected jury for final editing examined the questionnaire for clarity, simplicity, and consistency in language. A Likert five-point scale labeled "strongly agree," "agree,"' "undecided," "disagree," and "strongly disagree," was utilized so parents could express strength of agreement or disagreement with questionnaire items. The questionnaire was mailed to the total Population of 232 black parents representing 337 elementary school students granted racial balance transfers. One-hundred twenty-four parents completed questionnaires.A computer program, Statistical Package for the Social Sciences (SPSS), was chosen to generate raw data from returned questionnaires. Data were analyzed in an attempt to answer eleven research questions relative to black parent perceptions toward school.Parents perceived that predominantly black schools previously attended by black students equalled predominantly white schools in certain respects, such as, teacher expectation of students and fair dealings of principal and teachers with parents and students. Parents perceived that previous schools offered certain benefits over present schools, such as, more teachers were able to teach subjects so children could understand. Parents were generally favorable toward present schools attended by black children. Parents wire generally satisfied with previous school environments, but perceived present school environments as more desirable for black children.Black parents of students granted racial balance transfers did not become more involved in school activities. Slightly more than one-fourth of responding parents were active in present school PTAs; about 50 percent were active in previous school PTAs.About one-third of the respondents regarding previous schools and about one-half of the respondents regarding present schools did not feel encouraged to help plan and develop school programs and activities. Fewer than one-fourth of the respondents reported actual participation in planning and developing school programs and activities.Based on the findings and conclusions of the study, the following implications seem warranted:In view of the need for parent support for and financing of school programs, gaining support for schools from all parents seems imperative. School personnel should seek information about how black parents perceive schools and the administration of schools. Knowledge of parental perceptions about schools may be helpful to school authorities in the evaluation of racial issue postures and the handling of problems related to effective instruction.School principals and teachers need to be well grounded in sociology and psychology of various racial groups. While psychological effects of integrated school settings are important, black parents seem most concerned about the effects of integrated school settings on the academic success of black children.How well black students do in school may be directly related to how much teachers expect of students. When teachers set reasonably high expectations for students, students may conform to these high expectations. The selection of teachers and the attitudes of teachers toward students are important aspects to consider where black students are expected to do well.

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The purposes of this study were (1) to determine whether the mean gains on achievement scores in reading and mathematics for bused students in grades four and five after one year in integrated schools is greater than the mean gain in reading and mathematics achievement scores for similar non-bused students in segregated schools; (2) to determine whether school attendance for bused students is greater than attendance for similar non-bused students; and (3) to determine if attitude toward school, academic self-concept, and general self-concept among groups of subjects are different. The analysis and interpretation of data yielded the following conclusions. 1. The elements associated with increased achievement in reading for fourth-grade minority students are not likely to be positively facilitated by increasing the majority-minority ratio by busing. 2. The elements associated with increased achievement in reading for minority fifth-grade students may be enhanced by busing for racial balance. 3. The elements associated with increased achievement in mathematics for minority fourth-grade students may be enhanced by busing for racial balance. 4. The elements associated with increased achievement in mathematics for minority students are not likely to be facilitated by increasing the majority-minority ratio. 5. The busing of minority students out of their neighborhood may be expected to result in a higher rate of absenteeism. 6. At the fourth-grade level, the change of setting in schools, busing, and a more varied student body would not seem to be deeply felt in any racial group's view toward school. 7. At the fifth-grade level the variances brought about by busing seem to be most profoundly felt by the Anglo population insofar as attitude is concerned. 8. At both grade levels the academic self-concept of Anglo students can be expected to be higher than that of minority students. 9. Among the ethnic groups no consistent trend can be predicted on general self-concept. Fourth-grade Anglo and Black students might be expected to have stronger self-concepts than do the Mexican-Americans. 10. Fifth-grade Blacks in integrated schools can be expected to see themselves more positively than do other racial groups. 11. There is a possibility that in terms of attitude toward school, self-concept, and certain achievement areas, the fifth-grade level would be an optimal time to bus for desegregation purposes.

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The purpose of this study was to evaluate the impact of implementing a school counselor-led intervention, a culturally translated version of the Student Success Skills (SSS) program, on student academic achievement in Hispanic students. The research question investigated in this study was: Does Hispanic student participation in the culturally translated Student Success Skills classroom guidance program increase academic achievement as measured by state mandated standardized reading and math tests? Based on the fact that Hispanic students are at a very high risk of academic failure, there is an urgent need to address the lack of academic success. The cultural translation of the Student Success Skills (SSS) program focuses on student outcomes and helps to provide a link between school counselors and improved outcomes for Hispanic students.The sample for this study included 103 treatment and 98 comparison fourth and fifth grade students from three schools in South Florida. Participating students were selected from all Hispanic students at four schools in South Florida, by selecting the students who spoke mainly Spanish at home and came from Hispanic backgrounds. Academic achievement was measured using a standardized, objective, state-wide assessment instrument, the Florida Comprehensive Assessment Test (FCAT). The procedure used to analyze the results for this study was a Multivariate analysis of covariance (MANCOVA). The statistical analysis showed that the treatment group scored significantly higher than the comparison group in reading. There was not a significant difference in math for the treatment group. When fidelity of treatment was investigated a post hoc analysis found that groups with full implementation of the program scored significantly higher in math and in reading than the comparison group. / The results of this study show that a cultural translation of the Student Success Skills program is helpful for the fourth and fifth grade Hispanic students improving achievement in reading. / by Ana Maria Leon. / Vita. / Thesis (Ph.D.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.

The author has designed a guidebook to accompany the State of California Department of Education's Coordinated Compliance Review Manual. The purpose of the guidebook is to provide English language learners' (ELL) coordinators the information needed to facilitate and achieve compliance with the State of California's rules, regulations and policies that will insure that ELL students' needs are being addressed and met. The design and method of the project are discussed.