School/business partnerships have become prevalent in our society. There is, however, limited research on why some partnerships at the elementary school level are successful while others are not. This study examined one elementary school's program which was deemed successful to determine how school/business partnerships work in an elementary school. The factors that make an elementary school/business partnership successful were identified. The study also examined the source of leadership in the selected partnership program to determine how the leadership impacted the effectiveness of the program. For the purposes of this study, a successful partnership was one in which the school and business had worked together for at least three years and had documented improvement in student achievement during the partnership years. This school was selected based on the longevity of the partnership and the positive impact the collaborative effort between the school and business has had on the school's program. An in-depth case study was conducted in the elementary school to determine why the program worked. Participants were interviewed through qualitative inquiry to gather the factors that led to the successful implementation of the school/business partnership program. Prior to studying the school's program, a review of the literature was conducted to compare the literature-based success factors to the factors determined in this study. The informants identified several factors that contributed to the success of the partnership. They were: (1)Having a strong steering committee that met on a regular basis; (2) Communicating consistently with group members and encouraging members to express themselves openly; (3) Having the principal actively participate in the partnership; (4) Securing adequate human and financial resources; (5) Gaining support from top level leadership in the business; (6) Providing opportunities for volunteers to work directly with the students; (7) Having the partnership well organized and structured for efficiency; (8) Obtaining committed and dedicated people in both the school and the business; ( 9) Sharing a vision with identified goals; (10) Giving recognition to volunteers, school staff and the corporation (11) Evaluating the partnership on a regular basis. There was congruency between success factors from the informants and the success factors identified in the literature / Ed. D.

In the past decade, teachers and researchers have gradually recognized the vital role school climate plays in the public-school setting (Thaps, Cohen, Guffey, and Higgins-D'Alessandro, 2013). One of the greatest indicators of achievement is the relationship between school and student socioeconomic status (Sirin, 2005). According to Bryk and Schneider (2003), if schools create positive learning environments, students will achieve at a higher level than what their socioeconomic background would otherwise predict. The purpose of this quantitative study was to identify the relationship between school climate and academic achievement at the elementary school level. The researcher examined extant data from the 2018-2019 school year, which included Grade 5 Mathematics and Reading Standards of Learning (SOL) pass rate and school climate surveys from two school districts in the Commonwealth of Virginia. The first, referred to as the Central VA Division, had 46 elementary schools. The second, referred to as the Northern VA Division, had 51 elementary schools. The findings indicated that the relationship school climate dimension had the strongest correlation to the Reading and Mathematics SOL pass rates in both school districts. School leaders and building-level principals could use these findings to better understand the importance of school climate and make it a priority; this, in turn, could affect student achievement throughout the school and the community. / Doctor of Education / In the past decade, teachers and researchers have gradually recognized the vital role school climate plays in the public-school setting (Thapa, Cohen, Guffey, and Higgins-D'Alessandro, 2013). One of the greatest indicators of achievement is the relationship between school and student socioeconomic status (Sirin, 2005). According to Bryk and Schneider (2003), if schools create positive learning environments, students will achieve at a higher level than what their socioeconomic background would otherwise predict. The purpose of this quantitative study was to examine whether there was a relationship between school climate and academic achievement at the elementary school level. The researcher used the Pearson Correlation Coefficient to examine extant data from the 2018-19 school year, including Grade 5 Mathematics and Reading Standards of Learning (SOL) pass rates and school climate surveys from two districts in the Commonwealth of Virginia. The first, referred to in this study as the Central VA Division, had 46 elementary schools. The second, referred to as the Northern VA Division, had 51 elementary schools. The relationship school climate dimension had the strongest correlation to the Reading and Mathematics SOL pass rates in both school districts. School leaders and building-level principals could use these findings to better understand the importance of school climate and make it a priority; this, in turn, could affect student achievement throughout the school and the community.

The purpose of this study is to determine what educational values, if any, for the student and the elementary school may be derived from the school's sponsoring of a newspaper.

It is proposed in this study (1) to make a brief survey of educational thought describing the functioning of elementary part-time principals in some selected administrative activities; (2) to analyze some pertinent features of the administrative organization and the part-time principal's schedule of work in the elementary schools selected for this study.

The purpose of this study is to investigate the subject of student academic failures in high school.

The purpose of this thesis is to indicate the scope of the health services that an elementary school needs and to show how these services might be made most fruitful in terms of tangible results.

An attempt to show how schools should be organized, administered, and financed in accordance with modern educational philosophies.

This problem will seek to determine a program for initiating, developing, and evaluating a sound school council for a small high school. It is the purpose of this study to propose a working situation that may be made immediately applicable to small Texas high schools.

Thesis (Ed.M.)--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. / 2999-01-01

Thesis (Ed.M.)--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. / 2999-01-01