The problem of this study is to determine the soundness of the Gilmer-Aikin Law financially and administratively. No attempt will be made to apply the principles of the law to any particular area or school district, but the law will be considered as a whole as it will apply to the schools of Texas in general.

The problem of this study is to determine the extent to which public school buildings were used as community centers in 1939-40, and the degree to which certain citizens understood this utilization. The study is limited to the county seats in Deputy State Superintendent's District Number Seventeen of Texas, which includes the following counties: Angelina, Cherokee, Shelby, Rusk, Nacogdoches, Sabine, and San Augustine.

The problem of this study is to discover and to point out with the aid of tables the changes which have occurred, and the most important factors affecting the growth and development of the public school system of Denton County during the period 1900-1942.

The purpose of this study is to determine the exact power that public school officials may exercise and yet remain within the limits of the law. Associated with this purpose is the effort to show that the legal status of their public school officials is not static.

The problem of this thesis is to examine the Gilmer-Aikin plan as it will affect the Montague County, Texas, schools in order to ascertain whether present inequities, if any, will be corrected, and to present additional remedial proposals if needed.

The purpose of this study is two-fold: (1) to determine the casual factors of delinquency which are the responsibility of the school, and (2) to discover possible procedures for combating delinquency, so far as it is immediately possible, in the Cleburne Public School System.

The purpose of this study is to analyze the recreation program of the Callisburg community in Cook County, Texas, to determine the extent to which it meets accepted standards for a community recreation program.

The purpose of this study is to determine the status of existing health conditions in Princeton Public School and to set up a recognized desirable health standard for promoting health services.

The research study investigated the history of the curriculum standards movement in the Commonwealth of Virginia in the context of the national standards movement in order to explain how and why the Commonwealth of Virginia arrived at the decision not to adopt the Common Core State Standards based on descriptive evidence. The study utilized a qualitative methodology with a two-phase data collection process. First, documents from the Virginia Board of Education and the Virginia Department of Education were collected and analyzed using the constant comparative method (Maykut and Morehouse, 1994). Second, data were collected from major figures in the history of Virginia public education over the last 20 years, including former Superintendents of Public Instruction, through in-person interviews. Data from the interviews were analyzed using the constant comparative method (Maykut and Morehouse, 1994). An interview protocol was developed, tested for content validity, and piloted prior to conducting the interviews. Categories that emerged from the data analysis for both research questions were identified and descriptive evidence was presented related to both research questions. Three major conclusions from the study were identified and discussed that appeared to influence Virginia's decision not to participate in the Common Core State Standards: the Virginia Standards of Learning are an institutionalized system; the Virginia Standards of Learning had bipartisan political support; and confidence in the Standards of Learning outweighed confidence in the Common Core State Standards. / Ed. D.

This study is an evaluation of collaborative relationships between K-12 public and private day schools in Virginia when serving students with special needs. Research on the conditions and barriers of collaborative relationships in the educational setting is mostly centered around the dynamic between general education teachers and special education teachers when serving students with special needs. The purpose of the study was to determine the main factors that differ between collaborative relationships that are perceived as strong to those perceived as weak. The study is guided by two research questions: (1) What factors contribute to strong collaborative relationships between K-12 public and private day schools in Virginia? (2) What factors are identified as areas of concern regarding weaker collaborative relationships between K-12 public and private day schools in Virginia. The literature review explores prior research on educational collaboration while methodology addresses the research design and study procedures. Participants were 43 public school special education directors and private day school administrators across the Commonwealth of Virginia. Demographic information was provided by all participants. An online inventory was completed by those participants who had worked with a minimum of two of the opposite provider; special education directors in the public school setting were required to work with two private day schools and vice versa. Responses were recorded from each of the eight regions delineated by the Virginia Department of Education (VDOE, n.d.). Statistical analysis did not reveal any statistically significant differences between the two groups of participants. However, results of the study indicated strengths related to the factors of membership characteristics and purpose for strong relationships. When evaluating a weak collaborative relationship, the factors of process and structure, communication and resources were the primary areas of concern. Regardless of the strength of the collaborative relationship, the resource factor was the lowest scoring factor, indicating it was the primary concern regarding collaborative relationships. This study adds to the field of special education by applying the existing research to the relationship between K-12 public and private day schools when serving students with special needs along the continuum of services. / Doctor of Education / This study evaluated the collaborative relationship between public and private day schools in Virginia when serving students with special needs. Supporting research on the conditions and barriers of collaborative relationships in the educational setting is included. The study was conducted to determine the difference between relationships that are perceived as strong to those that are perceived as weak. The participants were 43 public school special education directors and private day school administrators across the Commonwealth of Virginia. An online inventory was completed by those participants who had worked with a minimum of two of the opposite provider; special education directors in the public school setting were required to work with two private day schools and vice versa. The study did not reveal any significant differences between special education directors and private day school administrators. However, results of the study indicated strengths related to the factors of membership characteristics and purpose for strong relationships. When evaluating a weak collaborative relationship, the factors of process and structure, communication and resources were the primary areas of concern. Regardless of the strength of the collaborative relationship, the resource factor was the lowest scoring factor, indicating it was the primary concern regarding collaborative relationships. This study adds to the field of special education by applying the existing research to the relationship between K-12 public and private day schools when serving students with special needs along the continuum of services.