It is imperative that school administrators find means to include Mexican immigrant students in high quality mathematics programs. Yet many questions remain regarding instructional design and policies to accelerate the learning of mathematics within this student population. This exploratory study examines challenges that Mexican immigrant students face in transitioning from mathematics instruction in their native country to mathematics in the United States. A qualitative research design was selected to examine interviews in two data sets: an existing data base of interview narratives of 158 Mexican immigrants conducted by pre-service elementary education students at California State University-Bakersfield; and a second data base of 19 educators from California's lower Central Valley. Qualitative analyses generated three core categories to help explain how Mexican and American instructional practices influenced immigrant students' ability to transition to learning mathematics in the United States. (a) In contrast to the United States, the study of mathematics in Mexico was closely associated with practical and job related purposes. (b) Differences of expectations for learning mathematics in the two countries affected Mexican students' ability to transition to learning mathematics in this country. Differences included mathematical content, instructional practices, pacing, promotion policies, and years of schooling. (c) When entering American schools, initial placement of immigrant students into mathematics coursework was based upon factors such as English language proficiency, or the need to satisfy standards or graduation requirements, rather than assessment of mathematics competency. As a result, highly proficient students were often unable to continue their study of advanced mathematics, while low performing students quickly became discouraged. Additional issues included the competency of bilingual aides to accurately translate advanced level mathematics, requirements that English Learners take high stakes English-only examinations for mathematics, and the ability of immigrant parents to assist their children in learning mathematics despite differences in mathematical algorithms and procedures. The study suggests a comprehensive success model to help school administrators coordinate mathematics reform efforts; address issues related to curriculum, instruction, and professional development; and involve community stakeholders in supporting mathematics reform.

This research examined the relationship of student academic performance exhibited by American elementary-school students through the types of school leadership. The goal was to define a functional model of leadership that might support the academic achievement of students attending school in low- to middle-socioeconomic areas. Teachers on the staffs of 58 California elementary schools located in such areas completed the Task Relationship Change Questionnaire (Yukl, n.d.) to facilitate data collection. This survey instrument measured teacher perception of the leadership characteristics of principals. Three broad areas of leadership characteristics, as well as 14 leadership-behavior factors were measured and correlated. The study results supported the notion that the same type of leadership is generally effective in schools located in both middle- and low-socioeconomic areas. The findings also indicated that elementary-school principals serving these schools generally possess leadership characteristics that are blended between factors of change, relationship, and task. The academic performance of students attending low-socioeconomic schools is enhanced by principals that incorporate specific task and change behavior factors into their leadership styles. The findings also suggest that a more directive leadership style enhances the academic achievement of students attending such schools. Task-leadership behavior factors that facilitated this goal were found to be related to task monitoring. Leadership change behaviors producing the same enhancement included a strong visionary leadership and the ability to infuse dimensions of improvement into schools through new ideas and opportunities. This study also found that the academic performance of students attending elementary schools of low-socioeconomic status may be negatively impacted when principals incorporate certain relationship and change behavior factors into their leadership style. Potentially negative change factors included overly aggressive emphasis on efficiency and product by principals. Potentially negative related relationship factors were found to be equivocation by principals during the decision-making process, resulting in the engagement of teaching staff in extended debate over pivotal school issues. Overall, the results of this study were significant and represent a new approach to research in the area of leadership. The study illuminates the pivotal fact that certain leadership characteristics can indeed enhance student academic performance in elementary schools serving populations located in low-socioeconomic areas.

In our schools today, there are numerous violence prevention programs that have been implemented in order to curb the recent increase in the rate of school shootings. In addition, there have been a large number of articles written covering the topic of school violence, but little research has been done focusing on the perceptions of parents and school officials in regard to school violence. In the present study findings reveal why it is important to focus our attention not only on student perceptions of school safety, but on parent and school official perceptions, as well. Parents and school officials received a self-report questionnaire and were asked to indicate which violence prevention programs they believe will make students feel safer and which ones they personally would like to see implemented in the schools. In addition, parents were asked to indicate whether their child has been a victim of violence or will be a future victim of violence and the perceived level of their child's anxiety regarding his/her safety at school. It was found that (a) there is a positive, statistically significant relationship between parents who reported that their child has been a personal victim of violence and the rating of their child's anxiety level; (b) parents who perceived their children as having higher levels of anxiety did not endorse more safety programs; (c) overall, parents endorsed more programs than school officials, especially those that were invasive and help-oriented; and (d) the programs the adults indicated they personally would like to see implemented in the schools did not differ significantly from the programs they endorsed as making students feel safer at school.

The world of higher education has long held to the value of learning---of pondering, of embracing the search for the truth. Yet recent changes in the accreditation process have placed a new emphasis on the measurement of student learning as opposed to the assumption that learning takes place simply due to the placement and progression of a student in an institution of higher education. This Assessment Initiative has become a cause of concern for both faculty and administrators. This dissertation explored the perceptions of faculty and administrators in one system of higher education in particular, California Community Colleges. The unique needs of this system are presented and seminal works on the Assessment Initiative are discussed. This paper presents both qualitative and quantitative data from pre- and post professional development surveys to gather perceptions about the Assessment Initiative from California Community College chief instructional officers; Institutional Researchers; academic and student services administrators; and academic and occupational faculty. The researcher analyzed survey responses through the lens of Rogers' five attributes of innovation to identify attitudes and beliefs that are likely to impede implementation of a strong assessment and improvement cycle. Across practitioner groups, the pre-survey found that participants perceived the Assessment Initiative to have relative advantage to existing teaching and learning methods and be compatible with faculty concerns about student learning, but that accreditation requirements were complex and there was little observable data that changes would result in improved student learning. Post survey responses revealed that all constructs except one, observability, improved at a statistically significant rate after professional development. In addition a sixth perceptual concern was identified that did not parallel Rogers' attributes---a concern that the Assessment Initiative is a mandate from outside of the institution, not an idea from within. Conclusions call for continued professional development---although format should adapt to changing needs of community college personnel---as well as additional research into the impact of the Academic Senate on how local colleges adopt this new set of activities. Future research is suggested on the impact of the Assessment Initiative upon actual student learning as the implementation progresses.

Institutional control of intercollegiate athletics has been a core issue throughout the history of the NCAA. Institutional control is defined generally as the governance and ultimate responsibility for the proper running of an intercollegiate athletics program. The purpose of this study was to investigate the issues of institutional control over the history of the NCAA system, using various major, external reviews of the system and recommendations for reform as reference points. The study employed an Eastonian political systems analysis to examine persistent issues in institutional control of intercollegiate athletics and the different types of demands on the system since its formation. The NCAA was initially formed in response to the physical violence inherent in football. The Association was created as a voluntary national association with local control left in the hands of individual member institutions. Member institutions have control over their own programs (to run them in accordance with the institutional mission, vision, goals, and finances). The NCAA was created to maintain balance. When issues get out of balance, the NCAA provides leadership and the local gatekeepers usually follow that lead. In order for a nationally based system with mostly local control to persist, there must be balance. The most realistic system equilibrium for the NCAA is to have academics and athletics in balance. Without such balance, the legitimacy of the institutions themselves is in question. Normally, institutional presidents act as local gatekeepers, identifying their own issues for review. Now, the Board of Directors is acting as a group of system gatekeepers, allowing certain demands entry into the system, modifying and combining those demands, and identifying issues and plans for system response. The Board is working to address the issues in intercollegiate athletics and maintain a balance between the conflicting pressures. They are reviewing the issues and shaping system reform. The current system of athletics administration is basically a sound one and with some changes and efforts, institutional control can be achieved and maintained. If history is any guide, the system will follow through on enough of the reform agenda to maintain dynamic equilibrium in the system.

The purpose of this study was to identify the leadership styles of elementary school principals who are implementing a change process at a high level (the district's Master Plan for students with Limited English Proficiency) and to describe their perceptions of bilingual education. This study also examined the relationship between the principals' leadership style and their perceptions of bilingual education. Each of the 10 participants completed the Leadership Behavior Analysis II, a questionnaire on perceptions of bilingual education and was interviewed. All of the principals were identified as having a supportive leadership style and 90% were identified as having a positive perception of bilingual education. The participants tended to be flexible in their use of different leadership styles and were able to utilize appropriate styles for a given situation. The participants with more training and personal experiences with bilingual education tended to have more positive perceptions about the program. The principals with more positive perceptions of bilingual education tended to select the most appropriate styles for a particular situation. All participants had positive perceptions of bilingual education in terms of its effect on students' social and emotional adjustment. The results of the instruments correspond to the research regarding implementing change. The research points to the principal as being a key player in determining the effectiveness of a change effort. Also, the leadership style of the principal is crucial in terms of motivating, encouraging, and supporting staff members involved in change. The supportive behaviors focusing on personal relationships are important characteristics for effective principals. The research emphasizes the importance of providing appropriate programs for students learning English as a second language. The study provided recommendations in terms of the training and hiring of principals and in regards to effectively implementing change in an organization.

When the CalStateTEACH program first began in September 1999, the program graduated fifty-one percent of candidates within eighteen months. Data suggests that by the September 2001 cohort, the program graduated candidates in eighteen months at a rate of only thirty-two percent. The program graduated more candidates within eighteen months when the program first began, and currently, the longer candidates stay enrolled in the program (past eighteen months) the less likely they are to complete their credential with CalStateTEACH. The purpose of this research study was to identify factors that lead to the decrease in matriculation in the CalStateTEACH program since its inception. The reasons for this phenomenon were considered from both the candidate and faculty perspective in order to draw conclusions which would serve as the foundation for programmatic change to help reverse this trend. “Pioneer” faculty, those who have been with the program since its inception, were interviewed to determine their perspective on the program. Additionally, graduates from the 3A cohort (third year graduating class) were interviewed to collect their perspective on the program. The interview data was evaluated for common themes transcending the two interview groups to determine what the CalStateTEACH program can do to better support increased matriculation. The results of the interview data suggested that both faculty and graduates shared concerns surrounding the amount and flexibility of the program curriculum. Both populations spoke of the importance of the face-to-face component of the program, and felt increased in-person communication opportunities were critical. The significance of the faculty-student relationship was an essential factor in student retention, as were student relationships with their peers. Faculty and students indicated that faculty travel and local proximity to candidates effected student support. Both populations spoke to the effects changing faculty mid-program has on student support and satisfaction. Recommendations for further study include the effectiveness of the new curriculum being launched in September 2004 and its impact on student retention and satisfaction. Further, the effects of students being assigned to one faculty member for the duration of the program must be considered and how it impacts student retention.

Higher education is facing new expectations and demands for accountability. This is especially true in categorically-funded programs that expand the scope of mission for an institution. The Economic Development Program of the California Community Colleges is such a program. An evaluation of program outcomes was required by the California legislature in 1998 for the Economic Development Program. This evaluation was conducted in a high-stakes environment in a six-month time frame. The intent of this study is to provide a cohesive case history of this evaluation effort, and to examine tools that may prove helpful for the program in future evaluation studies. Interviews with government officials, program administrators and managers, the evaluation contractor, and project directors revealed a consistent lack of understanding of how to construct program evaluations. The evaluation report studied attempted to evaluate program outcomes before assessments of program need, program theory and design, and program implementation had been adequately addressed.

Purpose . The student/faculty evaluation is one of the most widely used evaluation tools for determining which faculty to rehire and to identify those faculty who should receive merit increases. The purpose of this study was to investigate the ways in which non-tenured faculty members utilize the information from student/faculty evaluations to improve classroom instruction. Procedure . A survey of 300 faculty members from 22 National University campuses in California was conducted. National University faculty members are ranked bit do not have tenure. Each faculty member receives a student/faculty evaluation at the end of each class. Faculty members were provided with a questionnaire during the first week of class. The questions were evaluated using an analysis of variance. Findings . Results suggest: (1) that few faculty share the evaluations they receive with other faculty, (2) that both scores and comments influence faculty to review and modify course outlines and in-class behavior, (3) that student comments on the evaluations provide more information to faculty for improvement, (4) that few faculty attend workshops in order to improve teaching, (5) that faculty do engage in an ongoing process of self-evaluation in addition to using feedback from evaluations in order to improve their classes, (6) that faculty do not feel that making such changes in their classes based on evaluations reduces academic freedom, and (7) that most faculty feel the student/faculty evaluation is somewhat helpful. Conclusions and recommendations . Specific recommendations about the timing for obtaining student/faculty evaluations and the provision of support and resources for faculty development are made in the dissertation. Recommendations are also made for further research in this area.

This bounded collective case study is an exploration of five school districts that have come under California state receivership and have received comprehensive assessments from the Fiscal Crisis and Management Assistance Team. It is detailed from the point of receivership through the initial comprehensive assessment report. Each case is situated within the timeframe in which each district had their budgets negatively certified, their request for a state loan granted, their receivership by the state declared and the initial steps toward recovery identified. The five California school districts chosen for this study are a sample of the population of school districts that have requested loans from the state of California since 1984. Of this population of thirty-two, seven have come under state receivership. Of these seven, five school districts have had comprehensive assessments mandated by the state of California and conducted by the Fiscal Crisis and Management Assistance Team. These five school districts selected as the sample for this study are: Compton Unified School District, West Contra Costa Unified School District, West Fresno Elementary School District, Oakland Unified School District and Vallejo City Unified School District. This study utilized the results from three data sets: district profiles which included demographic and financial data; the comprehensive assessment of the five selected school districts conducted by the FCMAT in the financial management area; and practitioner interviews at the district, county and state levels. The findings provide a roadmap for school districts in determining its risk of insolvency. The common demographic, financial conditions and fiscal practices are identified and how these conditions and practices lead to fiscal insolvency is presented. These conditions and practices have been organized into a high risk model that provides a hierarchy of predictors divided into primary, secondary, and independent risk areas that describe how these conditions and practices can be utilized as indicators of impending fiscal crisis. The systemic impact on fiscal solvency in the areas of; governance, human resources, facilities, and most importantly student achievement needs to receive further research.