The purpose of this study was to determine the effect of per pupil expenditure and high school size in public school corporations upon academic success in college. A random sampling of 196 students from the entering classes of 1963 and 1964 served as the study population. Sex of the student, rank in high school class and SAT verbal scores were used for comparative purposes. Per pupil expenditures and class rankings were converted to T scores in order to afford comparability in both areas.The statistical treatment involved computation of the Pearson product moment of correlation for every combination of variables and a stepwise regression analysis with grade point average as the dependent variable. The two null hypotheses and question number one were tested through this treatment. In order to answer questions involving the relationship of sub-groups within the sample population six other regression analyses were made. These involved subgroups determined by the number of quarters of college completed and by high and low ranking in class as determined by college grade point average. The two null hypotheses were as follows: 1. There is no significant correlation between the expenditure per pupil in public school and the academic success of their graduates as indicated by grade point average in college. 2. There is no significant correlation between the graduating class size in public high school and the academic success of their graduates as indicated by grade point average in college. The questions explored were as follows: 1. Is there a correlation between per pupil expenditure in public school corporations and graduating class size of high schools in these corporations? 2. Is per pupil expenditure or size of high school graduating class related to the number of years of college attended by a corporations graduates? 3. Are per pupil expenditure or graduating class size useful predictors of academic success for groups of students who have terminated their college education during their first year, their second year, third year, or at the completion of their fourth year of college? 4. Do either high school graduating class size or per pupil expenditure relate to the prediction of academic success when that group of students with the highest ranked grade point average and another group with the lowest ranked grade point average are considered separately? The first null hypothesis was rejected. Although the practical importance of the correlation was slight it was significant. The second null hypothesis was accepted. Question number one was answered affirmatively. The results obtained from investigation of other questions involving sub-groups were similar to the findings for the total group. Some of the conclusions were as follows: 1. There is no solid agreement by writers in the field of education as to what constitutes the ideal high school size. 2. Although the simple correlation of per pupil expenditure and college academic success is -.018, per pupil expenditure does add slight significant value in the prediction of academic success after high school rank and SAT verbal scores have been considered. 3. No significant correlation exists between high school graduating class size and academicsuccess in college. 7. Of the variables considered in this study, high school class rank is the best predictor of further academic success. 9. High school class size is not a determining factor in how long a student remains in college. 11. There are no marked differences between the results obtained when considering the effect of high school graduating class size and per pupil expenditure upon college academic success when computed using the entire study sample than when only the top fifty and the bottom fifty academically ranked college students are considered. 12. Class size is not a factor in the determination of how many quarters a student will complete in college.

The purpose of this study was to examine the individual and collective relationships between and among sets of predictor variables obtained from an ecological preschool screening model and criterion variables designed to assess performance in kindergarten. A second purpose of this research was to determine the unique contribution of parental input within the ecological preschool screening model. Fall screening included an individually administered standardized test, the Bracken Basic Concept Scale (BBCS), and a structured parent interview, the Minnesota Preschool Inventory (MPI). The BBCS and the Developmental Scale (DEVEL) of the MPI constituted the set of predictor variables. The criterion set of performance measures included a group administered standardized testing procedure, the Metropolitan Readiness Test (MRT), and a teacher rating scale, the Teacher Rating Scale-Spring (TRS-S), completed in the spring of the kindergarten year.Canonical correlation analysis was used to examine the interrelationships between the two sets ofvariables and to determine the best possible combinationof variables for predicting kindergarten achievement. Multiple regression analysis was used to determine the unique contribution of parental input for predicting kindergarten achievement over and above that information supplied by the standardized test.The results of this study supported the use of an ecological model for predicting kindergarten performance. The information gained from parental input and standardized testing contributed significantly and uniquely to the composite of the predictor set. There was both a statistically significant and a meaningfully significant relationship between the screening procedures completed at the beginning of the school year (the BBCS and the DEVEL) and the assessment procedures done at the end of the school year (the MRT and the TRS-S) when these four variables were considered simultaneously.The use of parental input was supported by the multiple regression analyses. Information gained by structured parent interview had something statistically significant, meaningful, and unique to contribute to the prediction of kindergarten performance over and above that information gained from the individually administered standardized test. / Department of Educational Psychology

Typescript (photocopy) / Bibliography: leaves 98-111. / Microfiche. / vii, 126 leaves, bound 29 cm

Thesis (Ed.D.)--University of Tulsa, 1984. / Bibliography: leaves 100-109.

Thesis (Ed.D.)--University of Tulsa, 1988. / Bibliography: l. 65-73.

Thesis (Ed.D.)--University of Tulsa, 1991. / Bibliography: leaves 58-65.

Thesis (Ed.D.)--University of Tulsa, 1991. / Bibliography: leaves 58-65.

Dissertation (Ph.D.)--Auburn University, 2006. / Abstract. Vita. Includes bibliographic references (ℓ.102-115).

Thesis (Ph.D.)--Ohio University, August, 2008. / Release of full electronic text on OhioLINK has been delayed until June 30, 2011. Includes bibliographical references (leaves 170-177)

Thesis (Ph.D.)--Ohio University, August, 2008. / Title from PDF t.p. Release of full electronic text on OhioLINK has been delayed until June 30, 2011. Includes bibliographical references (leaves 170-177)