African American and Hispanic students and students from families with lower income are particularly at-risk for differential academic achievement and dropout. When students underachieve at school or dropout, they often face severe consequences such as increased risk of incarceration and unemployment. School social workers strive to prevent poor academic achievement and the associated negative outcomes. In recent years, federal and state education policy has focused on reducing disparities in academic achievement through the creation of policies that use high-stakes testing requirements to hold schools accountable for student learning. Research studies on teacher perceptions of high-stakes testing indicate that it is having a negative impact on their job tasks and on school systems. However, there are few studies that examine school social worker perceptions about the impact of high-stakes testing. This study examines school social workers’ perceptions about high-stakes testing. Specifically, it assesses school social worker perceptions about the impact of high-stakes testing on school systems and how school ratings and student performance might influence these perceptions. It also examines school social workers’ perceptions about the impact of high-stakes testing on their abilities to perform their work tasks. The study sample is drawn from respondents to the Texas School Social Work Survey (n=177). Data were analyzed through secondary data analysis using factor analysis and structural equation modeling (SEM). Findings indicate that school social workers perceive high-stakes testing as having a largely negative impact on school systems and their job tasks. School social workers who predominantly worked with students from ethnic minority backgrounds were more likely to have negative opinions about the impact of high-stakes testing on their job tasks. School social workers from schools with lower school ratings and those who felt that the students on their caseload tended to struggle on high-stakes tests had more negative perceptions about the impact of high-stakes testing on school systems. Results indicate the need for school social workers to become more involved in education policy and macro practice, to connect their services to improved academic outcomes for students, and to find new ways to provide school social work services in the “age of accountability.” / text

<p> The purpose of this project was to develop a grant proposal and identify a potential funding source for the purpose of expanding a cross-age mentoring program to increase school participation and decrease dropout rates of students in one high school and middle school in San Antonio, Texas. The program is designed to target and strengthen non-academic factors such as family connectedness, community involvement, and self-esteem which have been shown to contribute to school dropout rates. An extensive literature review increased knowledge about dropout rates among Hispanics and individuals who come from economically disadvantaged backgrounds and provided information about evidenced-based mentoring programs that the grant writer then used to design a best-practice program. A search for potential finding sources via the internet resulted in the selection of Kronkosky Charitable Foundation as the best funding source for this project. A grant was then written to support the expansion of a cross-age mentoring program at Harlandale High School and Harlandale Middle School in San Antonio, Texas.</p>

<p>Various barriers affect the academic performance and educational attainment of some Latino students. Barriers include poverty, discrimination, educational inequity, immigration issues, language issues, and parental factors. Previous research identified family school involvement as a way to promote academic success and college attainment for Latino adolescents. The purpose of this thesis was to develop and seek funding for a family involvement program for Vista Charter Middle School located in Los Angeles, California. The goal of the program is to increase parent involvement for Vista Charter students to promote improved school performance and support for postsecondary education. Research on existing parent programs, their effects, and collaboration with school personnel were used to inform the development of this proposed program. Neither the actual submission and/or funding of this grant project were required for the successful completion of this project. </p>

Thesis (M. Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaf 190-195).

Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 113-121).

Thesis (M.S.W.)--University of Hong Kong, 1999. / Includes bibliographical references (p. 126-133).

Thesis (M.S.W.)--University of Hong Kong, 1993. / Includes bibliographical references.

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 190-195). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 113-121) Also available in print.

Thesis (M.S.W.)--University of Hong Kong, 1999. / Includes bibliographical references (p. 126-133) Also available in print.