<p> This study examines how homelessness negatively affects the school attendance and academic performance of school-age children in elementary school grades 3 through 6. A secondary data analysis was conducted on data collected from an Orange County school district to determine how homelessness affects students in the school setting. Academic performance was determined based on STAR Reading and Math Test scores. Results suggest that school attendance and academic performance are not significantly affected by homelessness. Additionally, results indicated that school attendance affects academic performance and that age is related to academic performance as well. Further research must be conducted to better assess the influence homelessness can have on children in school.</p>

The researcher began with a fundamental question, i.e., are social work students in any one specialized area more authoritarian than other social work students? A review of related literature revealed group workers to be higher scorers than other social work students on Rokeach's Form D Dogmatism Scale, a measurement of authoritarianism. The Form D Dogmatism Scale was administered to fifty-one undergraduate social work students. Results indicated that social work students were uniformly high in authoritarianism and no significant diminution of this authoritarianism was achieved with any variable, that is, age, sex, or social work specialty.

<p> The purpose of this project was to write a grant proposal to develop and fund a College Preparedness Program to educate students in South Los Angeles about college requirements, process and resources. An extensive literature review was conducted in order to examine the risk factors implementing college attendance for students in South Los Angeles and strategies utilized in the past to increase college enrollment. The Annenberg Foundation was selected as the funder for this program. </p><p> The proposed program would be offered to high school students enrolled at Youth Opportunities High School, located in the community of Watts in south Los Angeles. If funded, the program will aid students with college planning, preparedness and workshops. The overall goal of this program will be to increase high school students' knowledge about college, provide guidance and support to increase college enrollment. The actual submission and/or funding of this grant was not a requirement for the successful completion of the project. </p>

<p> Low-income racial and ethnic minority high school students encounter barriers which prevent them from attaining post-secondary education. The barriers include insufficient parental and school support, lack of motivation and self-confidence, socioeconomic status, lack of social capital in high schools and colleges, and inadequate or insufficient resources. Previous research identified college readiness programs as a way to promote academic success and college attainment for low-income racial and ethnic minority high school students. The purpose of this thesis project was to write a grant proposal to secure funding for a college readiness program for low-income racial and ethnic minority students enrolled in Hawthorne high schools in Hawthorne, California. The purpose of the proposed program is to strengthen students' academic and personal skills and provided resources that enabled students to complete high school and move onto post-secondary education. Research on existing college readiness programs was used for the development of this proposed program. The submission and funding of this grant project was not required for the successful completion of this project.</p>

Thesis (Ph. D.)--Wayne State University, 1980. / Typescript. Includes bibliographical references (leaves 185-192). Also issued in print.

Thesis (Ph. D.)--Wayne State University, 1980. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 185-192).

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 211-220).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1973. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Vita. Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

<p> Using a sample of 110 mother-headed single-parent families, this longitudinal study examined the relationship between pre-adolescent students&rsquo; academic engagement and three variables: Parental monitoring, parent-child attachment, and observed child-parent relationship quality. Special interest resided in the extent to which observed relationship quality or attachment moderated the relationship between parental monitoring and academic engagement.</p><p> Analyses indicated that observed relationship quality and parental monitoring predicted children&rsquo;s academic engagement. However, evidence of moderation was found only for mother-headed families with a female child. In these families, both observed relationship quality and attachment moderated the relationship between parental monitoring and academic engagement. For girls, mothers&rsquo; parental monitoring and mother-child relationship quality predicted academic engagement. For boys, only parental monitoring was a significant predictor of academic engagement.</p><p> Analyses also examined the effect of family income on academic engagement. For low income families, only parental monitoring predicted engagement. For high income families, only observed relationship quality predicted engagement. Beyond these two sets of relationships, no evidence for income-driven mediation or moderation was found.</p>