No description available.

No description available.

No description available.

No description available.

This study is made to determine the educational inequalities that exist in the schools of Wheeler County and to set up a plan that will help to equalize the educational opportunities for all the children in the county, on a basis well within its financial ability. The study consists of three phases of the problem of equalizing educational opportunities in the schools of Wheeler County. The first will consist of a study of the educational conditions of the schools, based upon the general population trends, scholastic trends, the per pupil load of each elementary classroom, the subject-pupil load of each high school teacher, and the qualification of the teachers according to college work. The second will consist of a financial survey of the schools based upon assessed valuations, tax rates, cost per scholastic, and outstanding bonded indebtedness. The third will be the formulating of a plan for the equalization of educational opportunities based upon the findings of the educational and financial surveys.

No description available.

No description available.

No description available.

This research study addresses the problem of unmet facilities needs in the California Community College (CCC) system with a case study analysis of two major campus construction projects within the City College of San Francisco system (CCSF). Specifically, this study is intended to provide insight into the difficulties facing CCC administrators regarding unmet facilities needs within their campuses, and the overall processes and challenges involved in constructing the 21 st century CCC campus. Interviews with the campus deans of the CCSF Chinatown/North Beach and Mission District Campuses revealed that challenges for construction and modernization projects in the San Francisco City College system derive more from external stakeholder concerns than internal governance systems. In particular, the study focused on a satellite campus dean's role in the shared governance system for CCSF construction projects and how they effectively work in conjunction with CCSF leadership to garner community support, while mediating external opposition for projects. Findings from the study concurred in part with current literature regarding construction delays related to external stakeholder opposition and the role college administrators must play in ameliorating environmental, historical preservation, and corporate interest concerns for projects. Specifically, campus deans in the San Francisco City College system found that the practices of conducting information hearing sessions and forming internal/external/community advisory committees facilitated productive forums for hearing the concerns of key campus personnel and community stakeholders. Additionally, these practices allowed for more efficient project execution and the promotion of improved community relations within the neighboring communities for the campus projects in this study.

In a world that is now a global village, enterprising individuals, especially from Third World countries, who make it to greener pastures do not leave their children behind. But with a long list of barriers to academic achievement associated with immigrant and minority students in American high schools, an understanding of the experiences and barriers to academic achievement of immigrant high school students from Uganda and other countries becomes inevitable if those students are to be helped by their school administrators, teachers, counselors, and parents to graduate from high school. This study utilized a qualitative approach from the perspective of Ogbu's cultural ecological theory about immigrant and minority students. The study took place in Southern California. Each of the ten Ugandan immigrant students (identified by pseudonyms) was interviewed for 30 to 45 minutes. The participants' responses to the 14 interview questions were voice-recorded, transcribed, interpreted, coded, and categorized into themes. Study findings suggested that: Ugandan immigrant students were not without obstacles in their American schools. Ugandan immigrant students struggled with adjusting to a new school system where they were asked to repeat grades. They endured negative peer evaluation, found communicating in English problematic, and were threatened by youth gangs. However, the perceived barriers to the academic achievement of Ugandan immigrant students did not prevent them from doing well in their schools in Southern California. The success of Ugandan immigrant students in spite of their perceived barriers to academic achievement in American schools was attributed to their life and school experiences in Uganda (prior to immigration) that prepared them to face barriers with resilience.