The purposes of this study were twofold: 1) to determine the predictability of the amount of county current expenditures for the North Carolina Public School System by using nineteen county characteristics, and 2) to determine the predictability of the amount of county current expenditures for the North Carolina Community College System by using these same nineteen county characteristics. All data were collected from the year 1985 with the exception of general population data, which were secured from the Census of 1980. Factor analysis was performed on the nineteen predictor variables in order to remove multicollinearity between the variables and to reduce the data to a manageable size for subsequent multiple regression I analysis. Stepwise regression was then utilized to determine which factors best predicted the amount of local revenues spent for educational current expenditures. Factors 2, 3, and 5 were significant predictors for per pupil local current expenditure for the public schools. Factor 2 included median years of education completed by the general population, high employment, and high income variables. Factor 3 described the relationship with per capita property value and per capita property tax. It also included the migration rate in the general population. Factor 5 included per pupil state current expenditure for the public schools, percent of high school juniors passing the North Carolina Competency Test, and percent of labor force in new and expanded industry. Factors 2 and 4 were significant predictors for per pupil local current expenditure for the community college. Factor 4 represented per pupil state expenditure for the community college and percent of white pupils in the community college. / Ed. D.

During the 1982-83 school year, public school districts in North Carolina were given the option of using clinical supervision as part of a state-wide performance appraisal process. This option resulted in considerable variation in the implementation and institutionalization of clinical supervision in schools and provided the opportunity to study variables associated with the institutionalization of change in school systems. Berman’s (1981) implementation paradigm was used to identify and categorize predictors of institutionalization. A set of five variables was selected as having the best potential for accounting for the variation in institutionalization of clinical supervision in the public schools of North Carolina. 1. Principal’s perception of the amount of time required to perform one clinical supervision cycle. 2. Amount of internal support for clinical supervision. 3. Amount of training in clinical supervision. 4. Principal’s belief in the effectiveness of clinical supervision. 5. Type of school administered. A <u>Principal’s Survey</u> was developed and mailed to a random sample of 450 public school principals in North Carolina. Information was received from 288 principals (64%). A follow-up survey of nonrespondents verified the representativeness of the original respondents. Principals responding to the follow-up survey were added to the original respondents for a total sample of 300 principals (67%). Multiple regression analysis was applied to the data with institutionalization as the dependent variable. The multiple R was .30 and R² was .09 (F = 4.03, p < .00). Internal support was the only significant predictor of institutionalization (b = .20, t = 3.62, p < .05). Two demographic variables, age and sex, were added to the multiple regression as a side analysis. With these 4 variables added, an R² of .10 was obtained (F = 3.37, p < .001). Age was determined to be a statistically significant predictor of institutionalization (b = -.06, t = -2.48, p < .05). / Ed. D. / incomplete_metadata

The purpose of this study was (1) to examine the pupil transportation program in North Carolina relative to those used in the fifty states, (2) to examine variations in pupil transportation costs among North Carolina’s school districts, (3) to identify factors related to variations in per pupil transportation costs and (4) to compare North Carolina’s present pupil transportation funding method with an alternative cost effective method using widely recognized principles of pupil transportation finance. The research design for this study was implemented in four phases. First, pupil transportation information was collected from all states in order to review the current state pupil transportation programs. Second, pupil transportation literature was reviewed to identify cost factors, fiscal models and evaluative criteria. Third, pupil transportation data for the 1990-91 school year were collected from all school districts in North Carolina and analyzed. The best predictor(s) of cost was determined by using appropriate statistical analysis (such as correlation, stepwise multiple regression analysis and scattergrams) to examine the relationship between per pupil transportation costs (dependent variable) and various independent variables that contribute to variations in cost. The best predictor of cost was used in an alternate funding formula. Finally, computer simulation was used to analyze the fiscal implications of the alternate formula on the school districts and the state. Based on the results of this study, three recommendations were offered. First, North Carolina should adopt a cost effective pupil transportation funding model using linear density as the primary determinant of funding. Second, North Carolina should conduct a study that would explore the potential savings that could be generated by school districts cooperating in the delivery of pupil transportation. Third, North Carolina should adopt the alternate equation (regression equation utilizing linear density as the cost predictor) for use in distributing pupil transportation funds. / Ph. D.