The purpose of this study was to explore through qualitative inquiry the views of selected superintendents about administrative issues involving school-linked service integration. Research questions for the study included (1) What views emerge when superintendents discuss school-linked service integration? (2) What aspects of school-linked service integration do superintendents identify as most beneficial? (3) What administrative issues of school-linked service integration do superintendents identify as most challenging? (4) What aspects of background, experience, or educational philosophy emerge when superintendents describe their views about administrative issues of school-linked service integration? The study was exploratory and followed an iterative or self-correcting design. Nine superintendents were selected through expert nomination. Superintendents represented small, medium, and large school districts to allow exploration of possible differences and similarities within divergent settings. The superintendents were interviewed using standardized open-ended interviews. Categorical coding and examination of emerging patterns were employed as primary modes of data analysis. The findings suggest that the superintendents in this study viewed school-linked service integration as schools and community agencies working in partnerships to provide a variety of services for the community and its children. According to the superintendents, these partnerships were beneficial when they lent support to the school's academic mission and enhanced the school district's financial capacity to meet the needs of its students. Participation in such partnerships was seen as labor-intensive. The amount of time required to alter operational procedures, to negotiate resource sharing, and to build trust among the participants was identified as the most challenging aspect of school-linked service integration. Consequently, these superintendents characterized their role in school-linked service integration as being either one of a developer or a facilitator. The superintendents viewed their primary role as one of implementing the policy of the school board. Incorporated into each one of the superintendents' educational philosophies was a belief about the superintendent's accountability to promote improved student achievement. / Ed. D.

In 1989, a large suburban school district and a cluster of public service agencies initiated a pilot program to provide a multi-agency staffing to develop action plans for identified students. The purpose of this study was to describe the process that was involved in the establishment of this school-linked, integrated program. The research questions that guided data collection in this study were: (1) what was the impetus for initiating this interagency innovation and what resources were required? (2) who were the key players, how were they determined, and in what ways did they plan together to establish and implement this school-linked program? (3) in what ways was the initiation of the pilot program supported or impeded? (4) what is the status of the pilot program today? The case study approach, using qualitative methods of data collection, was used in order to answer these questions of process and understanding. Before data collection began, permission was obtained from the study school district to proceed. Interviews were conducted with selected individuals who participated in the planning or implementation of the program. Documents generated at the time of its establishment were also reviewed. Analysis involved the organization of data into coded categories followed by a search for themes and patterns to provide a detailed and rich description of the process. The findings of the study are presented chronologically within two phases, planning and implementation, with themes that emerged discussed within this framework. The results of this study add additional information to the body of research that describes the linking process, from vision to implementation, that occurs when a school district and community agencies work together to address children's needs. Conclusions from the study are presented as well as implications for future endeavors and recommendations for further research. / Ed. D.

The purpose of this study was to provide an in-depth explanation of the development of coordinated services during the last four years at a selected number of Project Success pilot sites, and to identify critical factors that emerged which are associated in the literature with effective school-linked strategies. The research questions guiding this study were: (1) What common elements developed that crossed all selected sites, and what individual differences emerged among the sites? (2) What organizational structure emerged among the multi-agencies at the selected sites? (3) What collaborative processes emerged across selected sites that facilitated the project? (4) In what ways did parents become involved in the implementation of the project? (5) What barriers or support were encountered in establishing and operating the sites? The data collection for this study occurred in three parts: individual interviews with the Project Coordinators, focus group interviews with appropriate representatives of the pilot site projects, and notes from meetings of the Local Governing Board. A questionnaire that consisted of seven questions was used to collect data for this study. Materials gathered during in-depth interviews were transcribed and analyzed after the interviews were completed. First, the researcher read the transcribed interviews and hand coded the consistencies and emerging themes on a large chart. Second, a matrix was made of the hand coded data using a word processor. Third, the researcher used the Ethnograph Computer Software Program to organize and code the data. From this data, the researcher identified themes, common patterns, and important stories shared by the participants regarding their experiences with developing coordinated services to meet the needs of children and families during the last four years. A narrative summary was written for each selected pilot site. Recommendations for further research are provided at the conclusion of chapter five. / Ed. D.

The purpose of the study was to determine the perceptions and opinions of national school board members concerning the present availability and impact of school-linked services in their school districts. Schools have been asked to act as brokers for a diverse array of social, health, and judicial services to help ameliorate some of the problems of students at risk of educational failure. In response, a growing number of school districts have established many types of school-linked programs which provide services to children and their families through collaborative partnerships among schools, health care providers, social service agencies, and judicial systems. The research questions for this study were: (1) To what extent do school board members perceive that school-linked services are necessary and are available to students in their district, and developed in a collaborative manner? (2) Do school board members perceive changes in governance and in formulating policy to oversee the school district as a result of school-linked services? (3) To what extent do school board members perceive that school-linked services impact on school funding? (4) To what extent do school board members perceive that review procedures are in place to evaluate the effectiveness of school-linked services in their district? (5) What are school board members' opinions of the obstacles and critical issues related to school-linked services in their school district? Descriptive research methodology was utilized in this study. A stratified, random sample of school board member subscribers to The American School Board Journal was identified, and subsequently surveyed through the use of a mailed questionnaire. Thirty percent of the population of 19,723 were surveyed. The response rate was 5.9 percent. A second mailing was sent to 3 percent of the subscriber population. This time a coded survey was utilized. This mailing resulted in a 19.7 percent response rate. The data revealed that the development of school-linked services are supported and are needed in a majority of the school districts that responded. The range of services provided and the variety of approaches of school-linked services is broad and diverse. The majority of board members do not perceive changes in governance or policy formulation as a result of school-linked services in their district. School-linked services do not impact on school district funding; however, inadequate financing is the major obstacle to implementing services. School board members responded that procedures to review the effectiveness of programs are in place and that the services offered are meeting the clients' needs. In addition to funding, another obstacle to successful implementation of services is that some school board members' believe that schools should not get involved in providing social services. Substance abuse services, health services and parenting classes ranked as the three areas where services are most critically needed. / Ed. D.