This study investigated charter school administrators' attitude toward inclusion and its influence on academic, behavioral, physical, and social accommodations for students with special needs. This study addressed differences in attitude toward inclusion of charter school administrators who had differing number of years of teaching experience, number of years of administrative experience, and special education background. The study also addressed attitude toward inclusion based on age, gender, and level of education. The population for this study consisted of charter school administrators from 4 8 randomly selected charter schools. A total of 41 responses were received from Arizona, California, Colorado, Georgia, Massachusetts, Michigan, Minnesota, Texas, and Wisconsin charter schools. The instrument used was the Attitude Toward Inclusive Education Scale (ATIES). Factors addressed on the ATIES were academic, behavioral, physical, and social accommodations. Analysis of variance was used for statistical analysis in this study. The probability level of .05 was used to test each hypothesis for acceptance or rejection. The findings suggest that males and females differ in their attitude toward inclusion when the disabilities involve the need for physical accommodations. Significant data were produced which also suggest that the number of years of teaching experience affect charter school administrators' attitude toward inclusion when the disabilities involve the need for behavioral accommodations. The conclusions drawn from the findings suggest that age, the number of special education courses completed, years of teaching experience, and years of administrative experience have no impact on the administrator's attitude toward inclusion.

The differences in perceptions among African American male school leaders and the factors that led to their appointment were investigated. The differences were determined by the type of written responses given on surveys that were distributed and then collected by the researcher, which resulted in different correlations for each research question, along with oral responses that were given by subjects during interviews. Results indicated that there was no perceived correlation between factors such as knowledge of curriculum, leadership experience, educational values and the appointment of African American males to their positions. However, there were perceived correlations between leadership skills and leadership style. Results also indicated that when individuals were interviewed, the two main commonalities that were shared were the unanimous agreement that appointment was based more on "who you know" than "what you know," and that in trying to yield honest and candid responses, individuals who were interviewed remained elusive with their answers. The findings are congruent with the rationale that principal and assistant principal appointments are based more on educational politics rather than by years of experience or leadership skills, and that when it came to fair hiring practices and policies within the educational arena, African- American males still have a long way to go regarding equal opportunity appointment. Further research is warranted in order to determine significant differences in African American male principal and assistant principals' perceptions of how and why they are considered for appointment. All research in this matter focuses on certain factors that affect these perceptions, namely the independent variables considered in the first part of this study.

The purpose of this study was to assess teacher attitude toward the implementation and use of integrated learning system technology in rural and urban schools and to compare the perceptions which the two groups held with regard to its effective use in delivering daily instruction. A review of selected literature was made to determine the appropriate tasks and responsibilities of teachers as viewed by authorities in the field of educational technology. In the review of selected literature, an effort was made to examine certain policies and procedures required as minimum expectations by the developers of the integrated learning system. One hundred fifty teachers were selected from ten rural schools and ten urban schools in North Carolina, South Carolina, Kentucky, Pennsylvania, and New York. One hundred percent of the teachers responded, but not to all items on the survey. In presenting the findings of this study, the data received involved certified teachers at ten urban and ten rural elementary schools. Analysis of variance was used to test the hypotheses. The probability level of .05 was used to test each hypothesis for acceptance or rejection. This study examined the effect of implementing an integrated learning system into the regular teaching curriculum on the basis of teacher experience, the model of delivery, teacher training, student grouping, and grade level in rural and urban schools. The survey produced quantitative data which support significant differences between urban and rural teacher attitudes about delivery model, student grouping, and grade level. Significant differences were also noticed in years of teaching experience between the two groups.

The purpose of this study was to examine the relationship between freshmen retention and selected student services in Historically Black Colleges and Universities (HBCUs). A review of literature revealed that student's perceptions of student services are related to student's involvement in the academic and social systems of the college, which are closely and strongly linked to student retention. The results from this study will help student services' administrators to effectively lead HBCUs in their retention efforts. This study utilized quantitative methods to determine the relationships between freshmen retention and student services. Questionnaires were administered to 2000 students enrolled in freshmen orientation classes at the sampled institutions, 1014 were returned correctly. The dependent and independent variables were analyzed using Pearson Correlation coefficient and Multiple Analysis of Variance (MANOVA) statistical tools. The 0.05 level of significance was used to test the null hypotheses. The following are the findings of this study: 1. There is a significant relationship between freshmen retention and enrollment management. 2. There is a significant relationship between freshmen retention and financial assistance. 3. There is a significant relationship between freshmen retention and residence life. 4. There is a significant relationship between freshmen retention and extracurricular activities. 5. There is a significant relationship between freshmen retention and counseling services. 6. There is a significant relationship between freshmen retention and academic support services. 7. There is a significant relationship between freshmen retention and enrollment management in terms of (a) gender, (b) institution type, and (c) socioeconomic status. 8. There is a significant relationship between freshmen retention and financial assistance in terms of (a) gender, (b) institution type, and (c) socioeconomic status. 9. There is a significant relationship between freshmen retention and residence life in terms of (a) gender, (b) institution type, and (c) socioeconomic status. 10. There is a significant relationship between freshmen retention and extracurricular activities in terms of (a) gender, (b) institution type, and (c) socioeconomic status. 11. There is a significant relationship between freshmen retention and counseling services in terms of (a) gender, (b) institution type, and (c) socioeconomic status. 12. There is a significant relationship between freshmen retention and academic support services in terms of (a) gender, (b) institution type, and (c) socioeconomic status.

No description available.

Brown v. Board of Education, 347 U.S. 483 (1954), brought great hopes to African-American parents that their vision for getting quality education for their children would be realized through equal access, resources, and outcomes in public schools. After 50 years of educational reforms to bring parity to traditionally underserved children, almost all of the data indicate that, on the average, public schools do not serve African- American students well. Possible evidence of the public school failure phenomena is the achievement gap between African-American and other students. The most striking response to this gross underachievement is the establishment of independent schools by African-Americans. The Clara Mohammed Schools (CMS) are independent Islamic schools established by African-American Muslims. This quantitative research used the Statistical Package for the Social Sciences (SPSS) to analyze the survey data collected from 204 parent respondents who chose CMS for their children during the 2004-2005 school year. The statistical procedures included Pearson Correlation, Frequency, Factor Analysis, and Multiple Regression. The Reliability test indicated that all ten of the survey components were reliable and constructed of similar measure. Pearson Correlation tested CMS factors and parent demographic variables. Those variables included: religion, school climate, culturally infused curriculum, academic excellence, identity (African-American), community and parent involvement, character and leadership development, affordable tuition, teacher quality, satisfaction with the quality and operation of CMS, and the parents' religion, marital status, ethnicity, gender, age range, K-12 school-type attended, income, and highest education level attained. Seven of the 10 null hypotheses were rejected indicating that parents were overall satisfied with the quality and operation of the CMS they had chosen. Multiple Regression was used to test the design model where satisfaction with the quality and operation of CMS is the dependent variable and all other variables were treated as independent variables to determine which independent variable are predictors of importance and satisfaction with the quality and operation of CMS. Character and leadership development and highest education level tend to explain satisfaction with the quality and operation of Clara Mohammed Schools significantly.

This qualitative study explored the nature of civic education in home-based educational programs. A second purpose was to determine if there is a set of issues which distinguish African-American and European-American home schooling families. A multiple-case study design was developed to gather data relevant to answering eight research questions. Case studies of eight families in metropolitan Atlanta were generated based on responses to questionnaires, intensive interviewing, and direct observation. Books, articles, newsletters, and other documents were also analyzed. A multiple-case analysis showed that while parents' reasons for home schooling vary, their primary motivation is to situate the process of values transmission within the home. These values relate not only to religious or moral beliefs, but also to desired roles for their children as adult-citizens. Parents favor the cultivation of an independent, critical perspective as the basis for civic culture. Questions are raise about the feasibility of attaining this goal in homes where the dominant concern is imparting a monolithic world-view. The findings further suggest that the home schooling movement is more diverse than has been thought previously. This diversity is not only philosophical or ideological, but cultural as well. For African-American home schooling parents, their shared experience as members of a cultural minority sets them apart from the general home schooling population and has a significant impact on their programs. Therefore, additional investigation is warranted in order to assess the civic education found in home-based educational programs and to fully understand the motivations, goals, and practices of cultural minorities who home school their children.

This study examined the same variables from, A Study of the Leadership Ability of Negro High School Principals (Hatch, 1964), in order to identify perceptions of effective leadership from principals and teachers concerning the behavior of principals. Teachers' and principals' perceptions of the leadership ability of black high school principals were investigated to determine the extent to which those perceptions varied according to their race, gender, educational level, and years of working with the principal. The participants in this mixed-method study consisted of 5 principals and 83 teachers from a large urban school district. For the purposes of this study, five principals and ten teachers were interviewed and surveyed, 73 teachers were surveyed only. The interview protocol and survey were based on research conducted by Marzano (2000) in which 17 leadership characteristics embedded in 40 leadership practices were identified. Both the interview protocol and survey addressed the leadership practices of principals. Data was gathered through the interviews was analyzed through the process of categorization in order to determine relationships and themes as it related to perceptions of principal leadership. The data gathered from the surveys were entered into the Statistical Package for the Social Sciences (SPSS) software for further analysis. The findings indicated that black principals are perceived as demonstrating effective leadership practices. Both teachers and principals shared views and opinions of the characteristics of effective and ineffective principals. Additionally, results indicated that race influences the leadership practices of principals in a positive fashion, beneficial to student achievement. There did not appear to be a significant relationship between teachers' perceptions principal leadership and teachers' gender, educational level, or years of working with the principal. However, teachers' perceptions of Black principals' leadership increased positively with the number of years of working with the principal.

The twofold purpose of this study was to assess the effectiveness of an independent Black school in meeting the developmental needs of its students and to consider the implications for developing a more culturally sensitive model for evaluation. The single case study research design was selected for this study. Interviews, participant-observation, document review, and a parental involvement questionnaire were the four major techniques for collecting data. Triangulation was the method used to address the validity and credibility of the findings. Based on the research findings, this study concluded that the school under investigation provided a more holistic approach in educating its students and provided an effective education for Black children in the early grades. Independent school leaders should systematically evaluate their institutions. They should publish their findings so that the wider community can be made aware of their contributions and successes with culturally different student populations. A culturally sensitive model of evaluation is a holistic view of the educational experiences of children. It should include components that assess: the beliefs, values, goals, and objectives of an institution; whether or not a student is developing a positive and healthy identity; teacher and student relationships; and students' moral and spiritual development.

<p> This study evaluated student transcript data of basic skills student enrolled in the Los Angeles Community College District (LACCD). The purpose of the study was to determine if basic skills students who concurrently enroll in career technical education (CTE) courses demonstrate higher academic performance measures. Student transcript data was secured from the LACCD and coded for use in conducting this research. The study evaluated five student success variables, course completion ratio, grade point average (GPA), 30-unit completion, completion of the basic skills sequence, and completion of an award or certificate, using correlation analysis, multiple linear regression, and binary logistic regression as appropriate for each variable. The correlation findings reveal that co-enrollment had the largest influence on completion of 30 units, followed by award conferral and course completion ratio (CCR). Female outperform male students in every success variable and Black ethnicity is negatively correlated to every outcome variable, most significantly GPA and CCR. Socioeconomic status, Hispanic, and Black ethnicity had negative impacts on CCR. All ethnicities were positively associated with completion of 30 units and college preparation with odds rations of 6.196 (626%) and 2.572 (257%) respectively, except for African American and Hispanic ethnicities. Co-enrollment was the most significant and positive predictor of award completion with an odds ratio of 4.8 (480%). The current study and findings contribute to the research and offers insight into the success of basic skills students within the LACCD and other large urban community colleges and districts.</p>