This study attempts to ascertain the status of, the enrollments in, and the offerings available in business education as well as the relationship between business education and other subject fields in grades ten, eleven, and twelve of the Oklahoma public high schools for the school year 1976-1977.

This study explored the relationship between school building conditions and the academic achievement of twelfth students in selected public high schools in Kuwait. The population of the study was 56 high schools (28 boys' schools and 28 girls' schools) that offered a Sciences and Arts majors. The major research questions in this study were: (a) is there a relationship between overall, cosmetic, and structural conditions and student achievement; (b) does the relationship between building condition and student achievement differ between boys' and the girls' schools; and (c) what aspects of physical building components are related to student achievement. The high school principals were given the revised Commonwealth Assessment of Physical Environment (CAPE) to assess building conditions. Student achievement was measured by final examination scores collected from the Information Center at the Ministry of Education. Pearson r, was used to determine if there is a relationship between building conditions and student achievement. This analysis revealed that a positive significant relationship exists between student achievement scores and building conditions in the boys' schools. The results of two-way ANOVA and the t-test, used sequentially to compare academic achievement in the top and bottom quartiles, found that building conditions affect significantly the achievement of students in the Sciences major. The t-test highlighted significant differences in subjects in the Sciences major among only the boys' schools. Multiple regression, used to explain the variance in student achievement, indicated that building conditions explain at least 77% of the variance of Sciences majors' achievement, but did not account for any Arts majors' achievement. Because the SES index was neither available nor introduced into a formula, this resulted in a heavier weighting given to the remaining variables. The building conditions of the girls' schools did not explain student achievement in either the Sciences or the Arts majors. Step-wise multiple regression, used to determine which physical aspects of a building's condition best predict student achievement, indicated that graffiti and roof leaks are the main predictors of achievement. Six conclusions were drawn from this study: (a) a significant positive relationship was found between the overall, structural, and cosmetic building condition and student achievement in the Sciences major when all 56 school buildings were analyzed; (b) a significant positive relationship was found between the overall and structural building condition and student achievement in the Arts major when all 56 school buildings were analyzed; (c) a significant relationship was found between building conditions and academic achievement in boy's schools in the Sciences major; (d) building conditions had a lesser impact on academic achievement in the boys' schools in the Arts major; (e) in the girls' schools, building conditions did not affect academic achievement in either the Sciences major or Arts major; and (f) graffiti and roof leaks were the main predictors of physical aspects of a building's condition that accounted for student achievement. This study then underscores the need for the Kuwaiti Ministry of Education to establish policy supporting a program of improved facilities for all new schools. More research is needed to extend the breath of findings regarding the relationship between building conditions and student academic achievement. This study should be replicated in other non-U.S. countries. / Ph. D.

This qualitative research study explored the leadership perceptions of high school administrators who have been successful in raising academic achievement for Black males. Utilizing semi-structured interviews which served as the primary data source, this study aimed to uncover specific school-level factors that were being optimized in public high schools to help increase graduation rates for Black male students. In addition, a review of school documents acted as secondary data sources and offered more detailed views about the case studies. After thorough analysis of the data, the findings revealed five factors that the high school administrators were optimizing better support their Black male learners: 1) hiring Black males, 2) the staff, 3) school activities, 4) collaborations with community partners, and 5) formal and informal methods of offering positive feedback and special recognition. These five factors were found as having the greatest influence on the academic achievement of the males. Overall, the study's findings aligned with earlier research on student achievement. Based on the findings, it was clear that the five factors promoted a certain degree of academic achievement independently. However, the researcher posits that, if implemented simultaneously, the five factors are likely to build a greater network of support for Black male high school students that will help boost achievement that is converted to increased graduation rates. Thus, implications for practice for other high school administrators as well as recommendations for future research emerged from the findings of this study. / Doctor of Education / This qualitative research study explored the leadership perceptions of high school administrators who have been successful in raising academic achievement for Black males. Utilizing semi-structured interviews which served as the primary data source, this study aimed to uncover specific school-level factors that were being optimized in public high schools to help increase graduation rates for Black male students. In addition, a review of school documents acted as secondary data sources and offered more detailed views about the case studies. After thorough analysis of the data, the findings revealed five factors that the high school administrators were optimizing better support their Black male learners: 1) hiring Black males, 2) the staff, 3) school activities, 4) collaborations with community partners, and 5) formal and informal methods of offering positive feedback and special recognition. These five factors were found as having the greatest influence on the academic achievement of the males. Overall, the study's findings aligned with earlier research on student achievement. Based on the findings, it was clear that the five factors promoted a certain degree of academic achievement independently. However, the researcher posits that, if implemented simultaneously, the five factors are likely to build a greater network of support for Black male high school students that will help boost achievement that is converted to increased graduation rates. Thus, implications for practice for other high school administrators as well as recommendations for future research emerged from the findings of this study.

This multi-faceted study of dual credit programs in Texas was motivated by perceived discrepancies in dual credit data reporting and a lack of comprehensive, statelevel information about dual credit student populations and coursework patterns. Using a P-16 framework, the author explored alignment issues that influence the delivery of dual credit programs and the tracking of dual credit participants in Texas. A review of dual credit partnership agreements between high schools and colleges, an analysis of dual credit course crosswalks, interviews with secondary and postsecondary dual credit coordinators, and a cross-agency analysis of state-level dual credit data provided insight into data and program alignment concerns. These research efforts informed the construction of a database of 2004-2007 Texas public high school graduates who took dual credit courses while in high school. Demographic differences and college outcomes were analyzed for the full cohort and cohort subpopulations. Two ANOVAs were used to explore differences in the number of dual credit courses students took and freshman college GPA by several demographic and outcome variables. Study results showed regional differences in dual credit coursetaking patterns and differences in student populations who took academic dual credit courses, non-academic dual credit courses, and both types of courses. Longitudinal data revealed differences in dual credit coursetaking populations over time, including growth in the number of economically disadvantaged and underrepresented minority students who took advantage of dual credit opportunities. Study findings emphasized the value of improving dual credit data reporting and course alignment practices. Important state-level goals were identified as ensuring: that students have access to rigorous, quality programs; that educators and policy-makers have access to accurate data; and that dual credit partnerships maintain the flexibility to innovate and respond to student needs while preserving program quality and equity. / text

The problem with which this investigation is concerned is the contextual changes which have occurred in American history textbooks adopted for use in the public high schools of the state of Texas from 1919 to 1970. The purpose of the study is to trace the development of high school American history textbooks by analyzing the following five areas: verbal aids, graphic aids, subject content, three areas of historiography, and the prefaces.

A proficiência e o fluxo de estudantes são desafios importantes a serem enfrentados pelos vários níveis de ensino no Brasil, em especial no ensino médio. Cientes desse desafio, setor público e sociedade civil têm buscado melhorar esses indicadores por meio de alguns programas. O programa Jovem de Futuro é uma dessas iniciativas. Direcionado às escolas públicas de ensino médio, o programa objetiva melhorar a proficiência e fluxo dos alunos por meio de um conjunto de ações focadas em capacitação para a gestão e auxílio financeiro para as escolas. Com o objetivo de verificar o impacto sobre esses resultados, as escolas participantes foram selecionadas por meio de um sorteio aleatório. O presente trabalho realizou análises de impacto desse programa em diferentes dimensões. As estimativas encontradas indicam que o programa teve impacto sobre as notas dos estudantes em quatro das cinco regiões participantes. Quando estatisticamente significante, esse impacto foi de no mínimo 0, 158? para língua portuguesa e 0, 176? em matemática. Com a intenção de entender se os impactos foram diferenciados para determinados grupos de estudantes e escolas, foram também realizadas análises de heterogeneidade. Os resultados apontaram que o programa não teve efeitos diferenciados para os perfis de estudantes analisados. Por outro lado, quando os perfis de escolas são analisados, as estimativas apontam que os estudantes de escolas com melhores indicadores no período pré-tratamento podem ter sido mais beneficiados. O trabalho também realizou a análise de impacto para a probabilidade de evasão e reprovação dos estudantes tratados. Os resultados apontaram que o tratamento diminuiu as chances de evasão e reprovação em regiões onde o programa estabeleceu metas para esses fatores. Finalmente, diante das diferentes direções de impacto sobre notas e fluxo, realizou-se também uma análise de impacto sobre o IDEB. As análises indicaram que em locais onde a piora do fluxo foi relevante os resultados no IDEB não avançaram da mesma maneira do que nas notas dos estudantes. / Low tests scores and low graduation rates are examples of educational challenges in Brazil, especially if we refer to secondary students. Public policies have been created to improve these indices and the \"Jovem de Futuro\" program is one example. We analyzed details of this program to understand if and how it works. \"Jovem de Futuro\" has been a program focused on support for public secondary schools. It provides training for principals and teachers to improve school management and funding for schools. In addition, a randomized controlled trial was designed for selection of treated schools, which ensured our ability to perform a causality analysis. Our results indicate that the program improves student performance in language (Portuguese) and mathematics tests. The scores of treated students increased about 0.2?. Furthermore, we did not find any difference in the performance of students when we grouped them, for example, by sex or race. Our analysis also indicates that students perform better if they are from schools with better previous results. Because repetition and dropout rates are a real problem in schools of secondary level in Brazil, we estimated how effective the program was at changing these rates. Our results indicate repetition and dropout probabilities fell if students are from schools that received goals to improve these rates. On the other hand, if schools did not receive any goal, dropout and repetition probability from students in treated schools increased. Finally, because of these mix effects - better test performance and worse repetition and dropout rates - we calculated and estimated the impact in the Index of Development of Basic Education (IDEB). This index put together: performance in tests and rates of students approved. Our results show that the impact on this index was lower than in the student tests performance in schools from areas with lower approbation rates.

O presente trabalho analisou de que forma os estudantes do ensino médio público da cidade de São Paulo projetam e concebem a continuação ou interrupção de sua trajetória escolar, apreendendo suas concepções de universidade e a forma pela qual a escola atua na formação dessa concepção; o papel da família e do trabalho na escolha de prosseguir ou abandonar os estudos; e, ainda, o papel de alguma outra instituição ou experiência social nas decisões relacionadas ao prosseguimento dos estudos. A pesquisa foi realizada por intermédio de um questionário de reconhecimento, respondido por 114 estudantes de três escolas públicas de São Paulo e, principalmente, por meio de entrevistas semidiretivas com 14 estudantes destas mesmas escolas. Foi possível observar que os estudantes que possuem planos com estratégias concretas de prosseguimento são mais influenciados pelo investimento pedagógico da família, que pode ou não apresentar um capital cultural universitário. Há, ainda, estudantes que planejam entrar no ensino superior, no entanto, não possuem estratégias concretas e os planos ficam num patamar de devaneio. Entre aqueles que não visam ao prosseguimento dos estudos, verificou-se um sentimento de insignificância em relação à realidade. Por fim, pode-se afirmar que a escola pública não prepara os estudantes do ensino médio para o planejamento de seu prosseguimento dos estudos e que essa decisão passa por outras determinações sociais, principalmente relacionadas à influência da família. / The present work analyzed the way that the students of the public high school in São Paulo city project and conceive the continuation or interruption of its school trajectory, apprehending its conceptions of university and the way which the school acts in the formation of this conception, the paper of the family and the labour in the choice to continue or to abandon the studies; and, still, the paper of some another institution or social experience in the decisions related to the continuation of the studies. The research was made through a recognition questionnaire, answered by 114 students of three public schools of São Paulo and, mainly, through half-directive interviews with 14 students of these same schools. It was possible to observe that the students who possess plans with concrete strategies of continuation are more influenced by the pedagogical investment of the family, with or without a university cultural capital. It has, still, students who plan to enter in superior education, however, they do not possess concrete strategies and the plans seem like a distant dream. Those who do not aim at to the continuation of the studies showed a feeling of insignificance in relation to the reality. Finally, it can be affirmed that the public school does not prepare the students of high school for the planning of its studies continuation and that this decision passes by other social determination, mainly related to the influence of the family.

The problem of this study was an investigation of teacher and administrator perceptions of teacher evaluation and the relationship of those perceptions to teacher evaluation policies and practices in public high schools in the State of Texas.

A proficiência e o fluxo de estudantes são desafios importantes a serem enfrentados pelos vários níveis de ensino no Brasil, em especial no ensino médio. Cientes desse desafio, setor público e sociedade civil têm buscado melhorar esses indicadores por meio de alguns programas. O programa Jovem de Futuro é uma dessas iniciativas. Direcionado às escolas públicas de ensino médio, o programa objetiva melhorar a proficiência e fluxo dos alunos por meio de um conjunto de ações focadas em capacitação para a gestão e auxílio financeiro para as escolas. Com o objetivo de verificar o impacto sobre esses resultados, as escolas participantes foram selecionadas por meio de um sorteio aleatório. O presente trabalho realizou análises de impacto desse programa em diferentes dimensões. As estimativas encontradas indicam que o programa teve impacto sobre as notas dos estudantes em quatro das cinco regiões participantes. Quando estatisticamente significante, esse impacto foi de no mínimo 0, 158? para língua portuguesa e 0, 176? em matemática. Com a intenção de entender se os impactos foram diferenciados para determinados grupos de estudantes e escolas, foram também realizadas análises de heterogeneidade. Os resultados apontaram que o programa não teve efeitos diferenciados para os perfis de estudantes analisados. Por outro lado, quando os perfis de escolas são analisados, as estimativas apontam que os estudantes de escolas com melhores indicadores no período pré-tratamento podem ter sido mais beneficiados. O trabalho também realizou a análise de impacto para a probabilidade de evasão e reprovação dos estudantes tratados. Os resultados apontaram que o tratamento diminuiu as chances de evasão e reprovação em regiões onde o programa estabeleceu metas para esses fatores. Finalmente, diante das diferentes direções de impacto sobre notas e fluxo, realizou-se também uma análise de impacto sobre o IDEB. As análises indicaram que em locais onde a piora do fluxo foi relevante os resultados no IDEB não avançaram da mesma maneira do que nas notas dos estudantes. / Low tests scores and low graduation rates are examples of educational challenges in Brazil, especially if we refer to secondary students. Public policies have been created to improve these indices and the \"Jovem de Futuro\" program is one example. We analyzed details of this program to understand if and how it works. \"Jovem de Futuro\" has been a program focused on support for public secondary schools. It provides training for principals and teachers to improve school management and funding for schools. In addition, a randomized controlled trial was designed for selection of treated schools, which ensured our ability to perform a causality analysis. Our results indicate that the program improves student performance in language (Portuguese) and mathematics tests. The scores of treated students increased about 0.2?. Furthermore, we did not find any difference in the performance of students when we grouped them, for example, by sex or race. Our analysis also indicates that students perform better if they are from schools with better previous results. Because repetition and dropout rates are a real problem in schools of secondary level in Brazil, we estimated how effective the program was at changing these rates. Our results indicate repetition and dropout probabilities fell if students are from schools that received goals to improve these rates. On the other hand, if schools did not receive any goal, dropout and repetition probability from students in treated schools increased. Finally, because of these mix effects - better test performance and worse repetition and dropout rates - we calculated and estimated the impact in the Index of Development of Basic Education (IDEB). This index put together: performance in tests and rates of students approved. Our results show that the impact on this index was lower than in the student tests performance in schools from areas with lower approbation rates.

The Utah legislature passed Senate Bill 203 in 1975, requiring all public secondary schools to offer instruction on the essentials and benefits of free enterprise. The problem is that no evaluation has been made to determine if the specific requirement is being fulfilled. The purpose of this study is to determine interpretations and implementations of Senate Bill 203. Questions in four areas were studied. 1. Administrators: (a) how did administrators of the districts interpret the guidelines, (b) how did the administrators decide upon the approach followed, (c) how did the administrators justify the approach followed, (d) what instructional materials did the administrators decide to use to fulfill the bill requirements, and (e) what are the attitudes of the school systems' administrators about nonfunding of instruction on the free enterprise system. 2. Courses: (a) what courses are being taught, (b) do the courses contain content in the seven areas described as essential by the National Task Force, (c) what are the materials being used or being sought for use in conjunction with the materials prescribed by the state superintendent of public instruction, and (d) what teaching methods are being used for instruction of free enterprise. 3. Instructors: (a) what are the qualifications of the instructors teaching the classes in free enterprise and (b) what are the instructors' backgrounds in economic education. 4. Comparative responses: (a) does the stated use of materials by instructors compare with the stated use of materials by administrators and (b) how do instructors' academic and economic education backgrounds relate to conditions in the courses taught. The survey covered the entire state of Utah and an overall 92 percent return was achieved. Conclusions drawn from findings are as follows. The administrators generally interpreted the guidelines to mean that economic principles should be injected into current courses. Over half of the administrators interpreted the guidelines to mean implementation by fall, 1977. Another quarter of the number of administrators indicated that the instructional requirement was to be implemented immediately. The approach to be followed for determining the fulfillment of the requirement will basically be organized by instructors. An almost equal number of programs will be organized under a cooperative effort of local school personnel. The approach being followed was justified largely by curriculum directors, school boards, or a combination of other local school administrators. Concerning the use of state prescribed materials, the majority of the administrators believed that the materials could be used for references but few indicated that the materials must be used to structure the free enterprise instruction. The lack of interest was indicated as a reason for more classes in economic education not being offered, for little workshop participation by instructors, and for lack of curriculum development. It was indicated that present economic education programs are not sufficient, and that adequate programs are not possible without additional funding. There are few classes being taught in Utah entirely devoted to free enterprise. When the principles are integrated into classes, those classes are social studies, business education and other vocational education classes. The content specified by the National Task Force is generally indicated a third of the time to be taught very little or not at all. Half of the state's economic education instructors are teaching those concepts some of the time. Very few instructors completely cover the concepts. Texts used in economics classes are of a wide variety. The main materials in teaching free enterprise concepts are textbooks. Methods of instruction are mostly lecture and large group instruction. Most instructors of free enterprise education have social studies or business education undergraduate majors. Few graduate degrees have been earned. A low number of instructors have taken economics classes. Also, few have participated in workshop or in-service training. The biggest reasons were lack of funding and lack of time. Over half of the instructors have been teaching for over 10 years and over half belong to the social studies department. Instructors with more in-service or workshop training are more likely to teach an economics class and cover the concepts indicated by the Task Force more thoroughly. Instructors with strong basic economics were also more likely to cover the Task's Force concepts more completely.