Thesis (Ph. D.)--Lehigh University, 2001. / Includes vita. Includes bibliographical references (leaves 185-189).

No description available.

Thesis (Ed. D.)--Illinois State University, 1981. / Title from title page screen, viewed April 4, 2005. Dissertation Committee: Dale R. Jackson (chair), John L. Brickell, David L. Franklin, G. Alan Hickrod, Vernon C. Pohlmann. Includes bibliographical references (leaves 112-115) and abstract. Also available in print.

Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The development of public education in the United States is largely dependent upon the attitudes of the public and its desire to provide revenue for the improvement and maintenance of the schools. Since the citizens of a community are both the owners and the consumers of public education, they are fully responsible for keeping their local school system moving forward with the times. Providing revenue from tax levies and other sources for the schools is a key factor in citizen support of public education. Through legislation and bond issues, the public is able to fulfill its responsibility of financing local educational institutions. The bond issue is the most common means of raising revenue for publie school expenditure. However, the percentage of public school bond proposals that have been recently defeated at the polls has been alarmingly high, more than JO percent in 1963. Many educational observers believe that certain conditions and elements are present repeatedly in school bond campaigns that fail, but they disagree on how some of those factors actually affect the outcome of the election. There are contradictions and inconsistencies concerning the use of pupils and teachers in the campaign, the size of the voter turnout, lay citizen leadership, treatment of the opposition, and other areas. This lack of agreement among educational authorities is very evident in the educational literature and is not of substantial assistance in the planning of a strong school bond campaign. A school official or interested citizen who is attempting to develop a campaign program would soon be mystified when faced with the contradictions and inconsistencies that appear in the educational publications. In an effort to clarify the direction in which these significant factors do operate, a research project elicited responses concerning those factors from 188 public school superintendents who had participated in a public school bond campaign in 1963. Based on the results of the research survey and additional supplemental research, 14 common guidelines were established for use by school officials and interested lay citizenso By following these guidelines, they can adapt to a single campaign the techniques and information that have been successfully used by others on a large scale. The guidelines include conducting pre-campaign research, timing the campaign for an October election climax, obtaining unanimous endorsement from the local Board of Education, soliciting lay citizen participation and leadership, welcoming faculty support, discouraging pupil activity, attempting to win over or neutralize potential opposition prior to the campaign, treating the remaining opposition fairly, concentrating campaign toward potential "yes" voters, stressing the benefits not the cost of the bond without using threats, engaging in campaign activities involving maximum personal contact, sending speakers to civic organizations, and maintaining a continuous year-around public relations program. / 2031-01-01

Thesis (Ed. D.)--University of La Verne, 2003. / Includes bibliographical references (p. 236-244).

Thesis (Ed. D.)--University of La Verne, 2003. / Includes bibliographical references (leaves 236-244).

The major purpose of the study was to determine if relationships existed between selected variables related to the preparation of public school bond offerings for bid and net interest rates and number of bids received by Indiana public school building corporations.The population for the study was defined as Indiana public school building corporations which market first mortgage revenue bonds during any calendar year that existing or comparable legal and bond market conditions may apply.The sample for the study was comprised of 23 Indiana building bonds during the calendar year 1970. Data for the study were obtained through responses of 20 school corporations to a Basic Bond Data Instrument.Seventeen variables were selected from a literature review that have been held as important for receiving favorable school bond interest rates. The following procedures were applied:1. A correlation matrix was computed to determine if significant correlations did, in fact,exist among the seventeen selected experimental variables.2. Step-wise multiple regression analyses were conducted using number of bids and interest rate alternatively as dependent variables. The purpose was to determine the independent variables that served as best predictors for the number of bids and the net interest rate for a bond issue.Major findings permitted the following conclusions to be drawn:The study did not support the notion that effective net interest rates are affected significantly by selected administrative practices classified into five experimental variable categories as legal services, financial planning, prospectus, publicity and notice of bond sale and actual bond sale. Ratings received from Moody's Investors Service, Inc., and Standard and Poor Corporation are not reliable predictors of net interest rates on school bond issues.Lower effective net interest rates can be obtained by keeping the length of bond issue to a minimum number of years.A lower effective net interest rate may likely be obtained by offering bonds for sale during the last quarter of the calendar year. The size of the sample studied restricted the evidence.Amount of previous debt obligation is a strong predictor of effective bond interest rate to be received on a subsequent issue. That is, the lower the level of prior debt, the lower interest rate that may likely be received on a new issue.6. Amount of issue is a strong predictor of the number of bids that may be anticipated for a given bond offering.7. Ratings received by Moody's Investors Service, Inc., are reliable predictors of number of bids to be received. Higher ratings tend to create more interest by bidders.8. Date of issue is a reliable predictor of number of bids. Although the evidence with regard to the best period during the year to sell was not conclusive, the data for 1970 revealed a tendency for a larger number of bids to be received by school building corporations marketing bonds after the first 90 days of the year, that is, after April 1.Recommendations for further study:1. The study should be replicated covering at least a two year period to determine if predictors identified in the study continue to be predictors and remain somewhat consistent with respect to predictability. 2. A similar study should be conducted including neighboring states in the sample to determine if the predictors derived for Indiana bond interest rates and number of bids received remain somewhat consistent across state lines.3. A national study should be conducted which could randomly sample school districts throughout the nation, using variables identified from the study, to determine the best set of predictors for achieving lower effective bond interest rates and a higher number of bidders.3

Thesis (Ed.D.) -- Drake University. School of Education, 1999. / Includes bibliographical references (p. 220-227).

No description available.

No description available.