This dissertation conducted a qualitative case study of the Texas Coalition for Bilingual Education (TCBE) to discover how it worked to promote and protect bilingual education programs and by extension educational opportunities of English Language Learners (ELLs) with particular attention to how members coalesced to mitigate the sociopolitical contextual factors that impacted bilingual education policy in Texas. The historical legacy and present creation and administration of policy, legislation, funding and implementation, including monitoring were included. The ELL population continues to rapidly increase while effective and additive bilingual education policy is on the decline; the academic achievement of ELLs is deteriorating in the face of substantiated civil rights violations, growing antiimmigrant sentiment and a contentious legislative atmosphere. My research indicates that bilingual education policy in Texas faces a wellfinanced threat from Structured English Immersion (SEI) proponents who try to justify the funding inequity for bilingual education. A court-ordered monitoring system for bilingual education has been replaced by a No Child Left Behind Act (2001) mandate that neither secures nor ensures equal education opportunity for ELLs (Pompa, 2006). Current bilingual education training programs are underfunded and under-populated when the growing enrollment of immigrant students, creates a critical demand. I employed a constructivist/interpretivist framework in this qualitative single case investigation. Additionally, Critical Race Theory framework (Noboa, 2002; Dicker, 2003), was utilized to demonstrate how racial identity, Latino leadership, coalitional strategies, social justice goals and political organizations addressed the issue of bilingual education policy reformation in Texas. I also employed the "weak ties" "strong ties" lens (Granovetter, 1973; 1983) to examine how these organizational representatives worked within and without the coalition to maximize limited resources. I collected data through interviews, court transcripts, observations of public meetings and trial proceedings, videos, archived documents and web casts. This research has implications for educational practices and future research because of the vulnerability of the ELL population and the devastating impact the present path will have for them and for all of Texas. Today's scholars, particularly Latinos, must be expert investigators in order to support the "best practices" in bilingual education, its attendant funding, policy, implementation and enforcement.

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When a new government is established, sovereign and national in its character, all of the land within its jurisdiction belongs to the people, not as individuals, but as a whole, except that which may have been theretofore acquired by individuals under such rights as may be respected by the new government. The land which has not been acquired by individuals is known as the public domain, and is subject to such disposition as the new government might determine. This thesis will review the public lands of Texas and how those lands have been used with a strong focus on the endowment of these lands to the public education system.

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This study revelaed that the rank of Texas with other state in the United States in the expenditure for schools per pupil is thrty-fifth. It further discussed that there are possible sources of taxation in the properties. However, there is a wide variation that needs to be studied. It further justify that present administrative and legislative trends in searching for new source of taxation makes the problem an important one.

This study aim to determine the bookkeeping systems in use in the retail and wholesale businesses in Denton, Texas, and to determine what improvements could be made in the bookkeeping systems of these businesses.

This study explores beliefs and practices about standards of quality in Texas public prekindergartens as viewed from various perspectives, including prekindergarten teachers, administrators of prekindergarten programs, and families of prekindergarten students. These beliefs and practices are compared with widely-accepted national standards of quality for preschool programs.

The problem with which this study was concerned was that of determining some of the ways and to what extent Texas upper-level universities in their academic units and the individual university as a whole have uniquely met the needs of public higher education in Texas. It was concluded that upper-level universities are fulfilling their roles in innovative/experimental programs. However, as a group upper-level universities are not advancing any more rapidly toward meeting their initial goals and purposes than the four-year universities.

The problem of this study was to determine the present status and effectiveness of the Kindergarten programs in the public schools of Texas.

The purpose of this study was to describe the actual implementation of the transition process as observed in bilingual classrooms, and in particular, to examine the critical components (policy, curricular, and instructional characteristics) of the Spanish-to-English reading transition policies implemented in bilingual education programs in elementary schools in the Denton Independent School District in Texas. Four research questions drove this study. To investigate these questions, a multidimensional, descriptive research design was employed. The researcher used questionnaires, interviews, and field observations. The 11 educators, 6 bilingual teachers, 2 school-site principals, 2 school-site coordinators, and 1 district bilingual coordinator, were asked several types of questions (open response and closed response) using different types of instruments (questionnaires and interviews). Also, the six bilingual teachers were observed using two types of instruments (field notes and video tapes).