The purpose of this study was to examine undergraduate student satisfaction with college services and environment at a large southeastern doctoral/research extensive university (target university), with the long-term intent of minimizing detractors to providing exceptional service quality, positively influencing customer satisfaction, and building loyalty intentions among students. The ACT Student Opinion Survey (ACT, Inc.) was used to find the level of student satisfaction with the college services and environment. A stratified random sample of 468 undergraduate students responded to the survey. Three research questions guided the investigation. The study examined the general level of satisfaction with the support services, compared satisfaction levels to those of similar institutions of higher education, and examined whether satisfaction varied based on a student's age, gender, or ethnicity. Two-tailed t-tests showed significant differences in the mean satisfaction scores of the target university and ACT national norms, and one-way ANOVAs indicated significant differences based on a student's age, gender, and ethnicity. The results indicated that students were satisfied with the library, and dissatisfied with parking and course availability at the target university. Students were significantly less satisfied with one-fifth of all support services and all the environmental categories, but significantly more satisfied with their library than those in the ACT national norm. A relatively small number of significant differences existed in student satisfaction with the college services and environment based on a student's age, gender, or ethnicity. Of the nearly 200 ANOVA analysis conducted to explore this research question, only 11 showed significant differences, and in almost every case, the differences were small. Specific student comments regarding campus parking, advising, class availability, facilities, and staff deportment are provided. The results of the study create an awareness of student needs and offer useful feedback to college administrators and institutional planners in their efforts to improve service quality in higher education.

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This study was conducted to determine the effectiveness of alternative middle school programs utilizing a longitudinal, mixed methods design and was driven by research questions which analyzed trends in attendance, discipline, and Standard of Learning test pass rates in history and science for 8th, 9th, and 10th grade. It also examined student perceptions concerning preparedness for high school, skills previously taught, transition to high school, and relationships with peers and adults. Data on attendance, discipline, and SOL scores were collected from 34 students from the 2009-2010 8th grade cohort who attended one of two alternative middle schools. Attendance data indicated a decrease in the number of absences each year from 8th – 10th grade, ranging from two days to 53 days per student. Discipline data reflected a drop in discipline referrals, each year, from 8th to 10th grade. The greatest improvement in discipline, indicated by a decrease in per student referrals, occurred between 9th and 10th grade. History SOL results indicated a pass rate that remained between 70% - 71% for grades 8-10. The test results for the science SOL showed a drop in number of students passing from 8th to 9th grade and increasing from 9th to 10th grade. An analysis of interviews with twelve students found that they perceived their alternative middle experience as having a positive effect on relationships, both with peers and adults, and a desire to graduate. They attributed an improvement in relationship skills and ability to select positive relationships with alternative middle school attendance. Students consistently noted small class size, as experienced in the alternative middle school, as an influence on both behavior and achievement. Students previously considering dropping out of school felt their alternative middle school experience had contributed to their changed mindsets and goals. Overall this study indicated that students attending the alternative middle school for 8th grade perceived their experiences as providing greater social rather than academic preparation for high school. In addition, best practices are similar for high school and middle school alternative programs.