The study examined the demographic profiles associated with academic performance for third grade students in North Forest and Aldine Independent School Districts (ISDs) in Texas. Specifically, the study showed the impact that gender, ethnicity, and whether students receive free or reduced lunch (parent income level), had on third grade reading Texas Assessment of Academic Skills (TAAS) scores. The population for this study was 368 of the 9,007 third grade students from both the North Forest and Aldine Independent School Districts. Students in this study were of the predominant ethnicities at the schools: Black, Hispanic, and White. Utilizing this sample size allowed the study results to be generalized as trend data for all third grade students in the two districts. Data were collected during the spring semester of the 2002-2003 school year. Information for the study was provided through the Public Education Information Management System (PEIMS) and Academic Excellence Indicator System (AEIS) reports of both school districts. Results showed that gender does not relate to the TAAS score in North Forest, but the income level is related to third grade reading TAAS performance. Income showed a significant relationship in that North Forest had a higher percentage of students receiving free and reduced lunch. This impacted the third grade TAAS reading scores. Gender was significantly related to third grade TAAS performances at Aldine ISD in that Aldine had 66 more girls to take the test than boys. There were only 54 boys who took the test. Gender had no significance in North Forest ISD because there was an even number of girls and boys who took the test. Ethnicity would not be analyzed at North Forest ISD due to the small percentage of non-Black students in the third grade. At Aldine ISD, no relationship was found between ethnicity and third grade TAAS performers. The success rate on third grade TAAS was significantly higher at Aldine ISD (percent passed 85.1) than at North Forest ISD (percent passed 39.6).

The purpose of this study was to examine the perceptions of change within a school district involved in district-wide school reform upon the entrance of a new superintendent. This is a mixed method study and will use qualitative data from interviews and quantitative data from an electronic survey given to all school district employees with current email addresses in the school district database. The study uses organizational theory as a basis for examining the school district as an organization. The study also uses Michael Fullan's research to form a frame of reference to examine elements of successful district-wide school reform. For this study, successful reform will be measured by overall improvement in the educational setting for students, teachers, and staff, including, but not limited to student accountability data. / text

No description available.

Thesis (Ed.D.)--Baylor University, 2007. / Includes bibliographical references (p. 103-105).

Thesis (Ed.D.)--University of Tulsa, 1974. / Bibliography: leaves 51-55.

Thesis (Ed. D.)--Oregon State University, 1965. / Typescript. Includes bibliographical references (leaves 171-177). Also available online.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed May. 20, 2008). PDF text: vi, 104 p. : col. ill. ; 2 Mb. UMI publication number: AAT 3284311. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ph. D.)--Lehigh University, 1997. / Includes vita. Bibliography: leaves 168-177.

Thesis (Ed. D.)--Lehigh University, 1998. / Includes vita. Bibliography: leaves 134-139.

Thesis (Ed. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.