Dissertation (Ph.D.)--Auburn University, 2006. / Abstract. Vita. Includes bibliographic references (p.140-159).

Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 146-157). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 146-157). Also available on the Internet.

AN ABSTRACT OF THE THESIS OF Danielle Wleklinski, for the Master of Science degree in Food and Nutrition, presented on December 7, 2010, at Southern Illinois University Carbondale. TITLE: ILLINOIS SCHOOL FOODSERVICE EMPLOYEES' AND PURCHASERS' PERCEIVED BENEFITS, OBSTACLES, AND ATTITUDES TO PURCHASING MORE LOCAL FOODS MAJOR PROFESSOR: Dr. Sylvia Smith Due to the recent surge in environmental consciousness and childhood obesity, Farm to School Programs have gained interest. Previous research studies indicate school foodservice purchasers perceive benefits and obstacles to purchasing local foods (32,74,78,80-81). However, no studies have investigated school foodservice employees' perceptions to benefits, obstacles, and interest to purchasing local food, and if purchasers view benefits and obstacles differently based on school size. Our study sought to further understand perceived benefits, obstacle and attitudes to purchasing local food among school foodservice employees and purchasers. Our study (N=151) found purchasers and employees agree to 13 benefits and 16 obstacles to purchasing local food. Purchasers from large- and medium-size schools perceive less "less use of pesticides" and "ability to know product sources" as stronger benefits to purchasing local food and perceive "cost of food", "adequate volume", "reliable supply of food quantity", "payment arrangement", and "packing material" as stronger obstacles to purchasing local food (p<≤>¡Ü05). Results also show purchasers and employees are interested in receiving training to prepare and serve more local foods; however, purchasers only slightly agree they have resources to train their employees to prepare more meals with local foods and slightly disagree they are willing to pay more for local foods. Results suggest training programs may be needed to encourage local food procurement in schools. Further research should be performed to validate this study's findings; if differences in purchasers' perceived benefits and obstacles based on school size are identified, researchers should investigate where differences lie and why they exist.

No description available.

The purpose of this quantitative study was to compare the achievement of rural students on the 8th grade mathematics Virginia Standards of Learning assessments to urban students in Virginia. The variables of school size and socioeconomic status, as expressed by percentage of free or reduced lunch populations was also considered. The population consisted of 294 middle schools in Virginia. Data were gathered from the 2003-2004 school year. Several t-tests for independent samples and analysis of variance were used to identify the relationship between variables. The study showed no significant differences in 8th grade mathematics SOL scores between rural and urban schools. When suburban schools were included in the study, higher math scores were seen in suburban schools. The study showed a significant difference in 8th grade mathematics SOL scores in schools with student populations larger than 750 students when compared to schools with student populations less than 750. Schools with a percentage of free or reduced price lunch students higher than the state average (33%) showed significantly lower 8th grade mathematics SOL scores than schools with a percentage of free or reduced price lunch students less than 33%, regardless of school location. The results of this study indicate that Virginia educators should consider the need for policies and procedures which reflect the unique characteristics and challenges that face rural schools. School improvement practices in Virginia's public school systems will continue to focus on higher standards and greater accountability. As schools move toward meeting the requirements of the No Child Left Behind Act, rural schools will continue to face challenges of funding, geographic isolation, and a lack of qualified teachers. The results of this study also indicate similarities in rural and urban schools in Virginia, in terms of student achievement and socioeconomic status. School leaders need to focus on meeting the needs of students, whether those students are in rural, urban, or suburban schools.

The purpose of this quantitative study was to compare student achievement, as assessed by the ABC (Accountability, Basics, Local Control) end of grade tests, of students in different sized schools and of different socioeconomic backgrounds. The population consisted of 379 middle schools in North Carolina. Data were gathered from the 2006-2007 school year. Several t-tests for independent samples, analyses of variance, and chi square analyses were used to identify relationships between variables. The measures of growth used were the change ratio, which is used to determine high growth status and mean growth, which is used to determine expected growth or no recognition status. No recognition is the designation given to those schools that do not meet expected growth. The study showed no significant relationship between school size and academic growth status. Similarly, there was no significant difference in the observed proportions and the hypothesized proportions of different sized schools in terms of academic growth status. There was a significant relationship between socioeconomic status and academic growth status; high socioeconomic status schools had higher change ratios and higher mean growth than did low socioeconomic status schools. The study showed a significant difference in the observed and hypothesized proportions of the growth levels; high socioeconomic status schools had more schools designated high growth than no recognition and low socioeconomic status schools had more schools designated no recognition than high growth. The results of this study indicated that as educators in North Carolina continue to focus on achievement levels of all students, particular attention should be paid to those schools with higher percentages of students receiving free or reduced price meals. To narrow the academic gap between students in high and low socioeconomic status schools, attention should be given to the particular needs and traits of children from high poverty backgrounds. Educational practices that recognize and remove the barriers associated with those needs should be implemented. Regardless of socioeconomic status, educational methods in all schools should reflect current research of best practices for increasing all students' achievement.

Student achievement is the cornerstone of educational intuitions. Having a comprehensive understanding of what factors into having a successful student achievement rate requires the use of previous research and analyzing of historical accounts. The purpose of this study was to determine if there was a difference in student achievement when elementary school size was a factor. The analysis of the results offered beneficial information pertaining to Florida's public schools while providing a stepping stone towards future research. The results of this study and subsequent studies can provide information and guidance to decision makers regarding school size relative to student achievement. The population for this data was obtained from the Florida Department of Education's Florida Schools Indicator Reports. Three elementary schools were selected from each school district in the state of Florida based on its student enrollment. A small school consisted of an enrollment of 1-300 students, a medium school consisted of 301-500 students, and a school was considered large if its enrollment was 600 students or more. From these schools, the 3rd, 4th, and 5th grade Florida Comprehensive Assessment Test (FCAT) mathematics and reading scores were analyzed. Analysis of the data revealed that there was no statistically significant difference found for student achievement in mathematics when school size was a factor. However, there was a statistically significant difference found in student achievement in reading. The significance was found to lie between medium and large schools, with large schools scoring significantly better than medium schools.

No description available.

This study examined the effect of school size on a set of indicators related to input and outcome variables from high schools in the state of Virginia. Research suggests that the size of high schools may be related to school effectiveness. Is there a difference between educational inputs and outcomes of small and large high schools in the state which is related to size? The study examined ten measures of inputs and outcomes to determine if there is a significant difference in the indicators of school success which can be attributed to school size. The study focused on the following ten indicators: The percentages of students earning advanced studies diplomas, the percentage of students who go to a four-year college after graduation, the educational background of teachers in the school, the level of teacher experience in the school, the number of courses offered to students in the school, the percentage of students who are at or above the 75th percentile on the composite score of the 11th grade standardized test, the percentage of the 11th and 12th grade students who took the SAT test and scored at or above 1100, the percentage of students who miss ten or fewer days of school in a year, and the percentage of students who dropout of school. Separate analysis of covariance (ANCOVA) tests were used for each indicator of educational input or outcome. A socioeconomic status index was used as a covariate in all of the tests. Statistical Package for the Social Sciences (SPSS) software was utilized for all computations. The study produced evidence that small high schools and large high schools are significantly different over a range of indicators of school success. In seven of the ten indicators compared, large schools were found to have an advantage over small schools. No significant difference was found between small schools and large schools in only three of the indicators tested, teacher experience, attendance, and dropout rate. Large high schools were not found to be at a disadvantage in any of the indicators included. / Ed. D.