Racially restrictive housing covenants, their diffusion, and the motivations of those who created them in the northern cities of America in the early 20th century are thoroughly covered within the discipline of political science. Despite the existing literature about racially restrictive covenants, there is very little existing literature or research that covers outcomes (education, political participation, power distribution, income disparities, etc.) in relation to racially restrictive covenants. This thesis investigates how the legacy of racially restrictive housing covenants impacted modern educational outcomes, specifically graduation rates, in the city of Chicago. The methodological approach includes both qualitative and quantitative analysis of historical maps, population demographic distribution, court cases, housing policy, and high-school graduation rates (from 1999–2014). Based on historical background and data analysis, the racially restrictive housing covenants in the city of Chicago led to pervasive patterns of neighborhood segregation that contribute to the racialization of educational outcomes. These findings help to provide quantitative evidence that the legacy and impact of racially restrictive housing covenant policy still impact modern living conditions and outcomes in education and possibly beyond.

The problem is this study is to locate and analyze the retarded pupils in the Stockton Elementary Public Schools. A retarded pupil is defined as one who is eight years or over in the first grade; nine years or over in the second grade; ten years or over in the third grade --- and so on. The following chart shows the ages that are considered normal for each grade: [see PDF]

This thesis will trace the major developments in the field of health education in the public schools or the Territory of Hawaii from the beginnings made in 1009 to the present time. Some attention will be paid to developments on the Islands or Hawaii, Maui, and Kauai; but the greater emphasis will be placed on the work done on the Island of Oahu. The public schools of the Territory of Hawaii are at present carrying on an extensive health program. The special health class work seems to be receiving more attention in the non-English standard schools. The need is more pronounced in these schools than in the English standard schools, and this, no doubt, accounts for the greater degree of interest shown. Perhaps the greatest progress has been made in some of the plantation schools. While these schools are a part of the public school system, they are also an integral part of the plantation community. In many instances, the entire school population of a plantation school is made up entirely of children whose parents work on the plantation. The officials on the plantation are vitally interested in the welfare of their workers and their families, and they are eager to do all that is possible to improve health conditions. This study is based on information obtained on several trips to Hawaii. It includes observations, made over a period of more than three years and experiences as an exchange teacher in a health class at Ewa, Oahu.

To no one man can go the full credit for establishing and building the free public schools of California, any more than can any single individual be given full credit in any complex community undertaking. But in any communal activity, one man usually stands out, and in the case of the schools of California, John Swett is that individual. Much has been written about Swett, the man, but little has been written about his contributions to the school structure of his adopted state. The latter is the problem with which this paper deals. In view of an ever increasing interest on the part of the public in the schools of California, it was felt that a study dealing with their beginnings, and with the man who was chiefly Instrumental in organizing and developing them, would aid in overcoming this omission.

The natural result of this increased population was to place an abnormal strain on the Merced City School facilities. In the last ten years the enrollment of the schools in this city has increased from a peak of 1773 to 3566 pupils. The administrators of Merced City schools, in attempting to provide adequate facilities for the mounting enrollments, have in the last three years, with the support of the patrons of the district, financed and constructed six new school buildings. Four of these are additions to the total number of district buildings and have been located at new sites because of the transfer of minor population to different attendance areas. Of the other two, one is a replacement and enlargement of an inadequate building, and the other is a replacement located at a new site to accommodate a shifted zone of attendance. In spite or this effort, once again for the school year 1953-1954 there are arrangements being made for three more temporary buildings for classrooms, making a total of seventeen temporary structures being used. The overloaded attendance at one school without space tor expansion probably indicates that consideration should also be given to establishing an additional attendance center on the south side of town. To add to these problems there is a feeling among patrons that added facilities such as cafeterias and multipurpose rooms should be planned. New constructions always further strain the finances of a school district for equipment and improvement of grounds. Out of this situation arises a question of just what are the building needs in the Merced City School District as indicated by the population trends? This question resolves itself into other related questions which will be used as a guide for this investigation: What does a study of the community indicate as to its growth within the last ten years and its probably growth? What does the present educational program of the Merced City schools reveal regarding the optimum usage of the facilities already provided? What are the trends in school enrollment and what future enrollments may be expected within the next six years? Do evaluation scores of present buildings and their utilization indicate a need for additional facilities? What is the recommended school plant as indicated by an analysis of scientific data?

The 13,000 school districts in the United States are important institutional sites where consequential educational policy decisions – from school zoning to local funding initiatives– are contested and implemented. Despite their importance as institutions, there is very little quantitative research on school district leadership and governance. We do not currently know if the identity of school district leaders has any effect on the academic performance of school districts, or if school district leaders from different backgrounds tend to advance different educational policies for their districts. In this dissertation, I leverage new longitudinal datasets on superintendent and school board tenures, matched to data on district-level achievement and policy variation, to examine how school district leadership may matter for students’ educational experiences. This dissertation consists of three empirical papers that examine different aspects of school district leadership and governance. Chapter 1 uses a novel dataset of superintendent employment histories in 26 states, matched to student achievement data, to estimate variation in superintendent effectiveness. I use data on superintendents who move between multiple school districts as an estimation strategy to separate superintendent effects from other district-level factors that affect student achievement. To estimate superintendent effectiveness, I adapt value-added modeling strategies from the principal and teacher effects literature, and use simulation analyses to further justify my modeling approaches. Across model specifications, I find that the standard deviation of superintendent effects ranges from 0.03-0.10 SD on student achievement. These are moderate effect sizes, and indicate the importance of studying school district leadership as a factor that can have important implications for student-level outcomes. Chapter 2 examines the superintendent appointment process using mixed methods data from California and Florida over the past decade from 2009-2019. Given that superintendents serve important political functions within school districts, I examine whether school board members tend to appoint superintendents who share their own partisan political affiliations. During this period, I do not find any evidence that school boards prefer to hire co-partisan superintendents. Instead, school boards prioritize superintendent candidates who show strong social-emotional intelligence, and who demonstrate the capacity to develop relationships with a broad range of community stakeholders. I conclude the chapter by examining how these results may be shifting in light of an emergent conservative movement to polarize school board politics. Chapter 3 examines whether the partisan political characteristics of school districts affects the likelihood that school districts hold tax and bond elections, or vote to approve these local educational funding increases, conditional on elections being held. It also uses data from California and Florida over the past decade from 2009-2019. With appropriate statistical controls, I find no evidence that school board or voter partisanship affects the probability of districts holding or passing tax or bond measures. Taken together, the three papers make important contributions to our understanding of how school districts function as organizations, and how the attributes of school district leaders shape students’ educational environments.

This manuscript contains discussion and analysis of the growing number of public schools in the state of Florida that are increasingly more segregated than at the height of the Brown v. Board of Education decision. Further discussion and analysis on the influence that standardized testing, like the FCAT, has on the resegregation of public schools and the economic conditions of our Florida schools are also included. Interviews, field observations, and research data are provided and illustrate the burden that high stakes testing has on Florida's K-12 public schools, its teachers, principals, and the students who attend those schools. For the purposes of this study, I have explored the realms of Florida's deteriorating public education system through direct field study and observation in public schools across the state of Florida, as well as collecting published available data regarding funding, race, ethnicity, gender, and standardized test scores. I have visited schools in Miami-Dade County, Orange County, Seminole County, as well as Broward County, Florida, in order to better analyze the gap between the "have's" and the "have not's," across Florida's public schools. This research project has permitted my investigation to further dissect the linkage between school funding, standardized testing, school environments, and cultural conditions and roles played by economics, race, demographics, family income, social environment, and standardized testing.

No description available.

This quantitative study analyzed the relationship between district characteristics, the educational environment and the administrative organizational structure in public schools in the Commonwealth of Pennsylvania between the 1996-1997 school year and the 2006-2007. More specifically, this study conducted an assessment of the changes and stability that have occurred in the Commonwealth's 501 public school district's administrative positions and structures and determined the trends or relationships that exist between the administrative structure in comparison with district characteristics and the educational environment. Pennsylvania public schools have increased in total number of administrators across the Commonwealth from 5,734 in the 1996-97 school year (Database 1996-97) to 7,348 administrators in the 2006-07 school year (Database 2006-07). This is an increase of 1,614 administrators across the 501 public school districts. These increases have not been consistent from one year to another or across districts. Little is known concerning the relationship between internal district characteristics, the external educational environment and administrative changes or stability. In addition, little is known about that combination of characteristics that have allowed some districts to remain stable in a changing educational environment. In an effort to provide more information on these issues, this quantitative study analyzed public school administrative positions and structures in the 501 Pennsylvania school districts over time in relation to the district's characteristics and educational environment. By assessing combinations of district characteristics and the educational environment, this study sought to find similarities and differences in how districts administratively respond to forces and pressures on the organization. / Educational Administration

The purpose of this study was to determine if certain variables could discriminate between those school systems that do and those that do not have employee assistance programs. Using six variables identified in the literature, superintendents across the nation were surveyed to determine the status of these variables in their school systems. Discriminant analysis was used to test how well the variables predicted the existence of employee assistance programs. The results of the analysis indicated that two variables can be used to predict EAP presence. These variables are the superintendent's perception of the benefits of employee assistance programs and the superintendent's perception of the popularity of employee assistance programs in other organizations in the community. / Ed. D.