Thesis (Ed.D.)--University of Tulsa, 1969. / Bibliography: leaves 121-123.

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

Thesis (MPhil. Population Studies) -- University of the Western Cape, 2009. / Includes bibliographic references (leaves 114-118).

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (M.A.)--Humboldt State University, 2006. / Includes bibliographical references (leaves 70-74). Also available via Humboldt Digital Scholar.

No description available.

No description available.

This study was designed to examine one school district’s response to the largest automobile plant in North America being built in its county. An economic development package worth in excess of one billion dollars would surely change the landscape of the community and the district for years to come, but how should the district respond? Nissan North America announced in November of 2000 that it would build the largest automobile plant in North America in Canton, Mississippi. This plant would employee over four thousand employees and thirteen suppliers to that plant that would employee another five to six thousand employees to supply parts, maintenance and support personnel. As the automobile industry began its move south in the 1980’s with Nissan in Smyrna, Tennessee, Mercedes in Vance, Alabama, Honda in Lincoln, Alabama, BMW in Spartanburg, South Carolina, and Toyota in Georgetown, Kentucky, communities began to see changes that large economic development packages brought with them. This study looked at several key questions regarding the resulting effect on such a large influx of people. What were going to be the educational changes involved with such a project? Demographics were going to change, but how and when, the district experienced dramatic shifts in student population? If student population exploded, then what was the resulting effect upon the facilities of the district? If new facilities were going to be needed to house the existing and future student population then what school designs needed to be pursued to provide the latest educational advantage? With new students and new facilities, then how will the delivery of instruction adapt? Will curriculum and instruction adapt to meet the requirements of the No Child Left Behind mandates and the needs of the areas’ newest employer? What about school personnel that operated and maintained the buildings; what about how to recruit the new teachers needed to instruct the coming explosion of student population? Finally, how will the school climate change with new students and parents entering the community from various regions to attain the well paying jobs associated with the automobile facility and its suppliers?

Thesis advisor: Paul Cichello / Liberia had two devastating civil wars 1989-2003. I am examining who benefitted from the large amounts of international aid and development programs that poured into the country during the post-war rebuilding period, in terms of school enrollment rates. With USAID’s Demographic and Health Surveys and Uppsala Conflict Data Program’s Georeferenced Event Dataset, I use probit and linear probability models to examine the determinants of being enrolled in school in 2007 and 2019. I find that females and kids living in rural areas had disproportionate recovery in the post-war period controlling for other explanatory variables. Household wealth was an important factor in determining enrollment. I also examine the concept of bounce-back, or rapid recovery in post-conflict contexts. I find that on a national level, there was significant recovery in enrollment rates, with about 51% of kids being enrolled in school in 2007 and about 81% being enrolled in 2019. I was unable to determine definitively whether or not this recovery was proportional to the amount of loss experienced due to the wars due to large standard deviations. / Thesis (BA) — Boston College, 2023. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Departmental Honors. / Discipline: Economics.

This study examines expenditure allocation patterns of two Texas school districts that experienced diverging enrollments in relation to each other over eight school years. Expenditure allocations to general and specific operational areas and various student groups are examined in relation to changes in enrollment. In addition, how expenditures per student changed as a result of increasing and decreasing enrollment is explored. Ratio analysis, based on the percentage contribution to total General Fund expenditures, determined the changes in expenditure allocations to operational areas and student groups. These changes are compared to changes in enrollment. Expenditure per student calculations are made using inflation-adjusted data and regression analysis, employing Pearson's r, determines how well enrollment changes explain changes in expenditures per student. Results indicate that increasing and decreasing enrollments had little effect on how the districts allocated general and specific resources as no significant relationships were noted. Resources allocated to basic instructional services, which served the largest number of students, were indicative of the direction of enrollment suggesting that students in districts with increasing enrollment garner more resources. Total expenditures per student showed no correlation in the decreasing enrollment district and a marginally strong positive relationship in the increasing enrollment district. The empirical findings did not support the inverse relationship between enrollment and expenditures per student referenced in the literature. The findings suggest that in addition to enrollment, there are other factors at work that dictate how resources are allocated. In addition to determining these other factors, incorporating the district's federal budgets into the analysis to determine if the inclusion of all available resources would significantly alter the findings of how each district allocated resources as a result of changes in enrollment is warranted. / text