The problem of this study was to determine the purpose of ESEA Title II, 1965, and evaluate the impact of the operation of this legislation on selected public schools of Texas.

A survey of Texas public schools was conducted to determine the state of their emergency preparedness programs with particular interest in hazard analysis, disaster experience, chain of command of responsibility, personnel training, and inter-agency cooperation. A model emergency management plan was proposed. A stratified random sample of all Texas public school districts was drawn from the twenty education service center regions and university interscholastic league district size classifications. Of the 275 districts sampled, 214 questionnaires were completed for a 78% return. The strong return justified a generalization to the entire population.

The purpose of this study was to determine the effects of a peer-taught freshman seminar course on the grade point averages and retention rates of freshman students. Freshman students who entered the University of Texas at Arlington in the fall 1989 and fall 1990 semesters and enrolled in the voluntary 1 credit hour course "College Adjustment" were matched with freshman students who did not enroll in the course. Matched pairs were formed based on orientation attendance, college major, gender, and Scholastic Aptitude Test (SAT) scores. For both years, the Freshman Seminar Group was similar to the group of All Other Freshman Students regarding the following characteristics: college major, age, gender, ethnicity, SAT scores, and number of first semester hours completed. Analysis of variance was used to determine if statistically significant (p < .05) differences existed between the first semester and first year grade point averages for the Freshman Seminar Group and Freshman Seminar Matches. Chi-square analysis was employed to determine if statistically significant (p < .05) differences existed between the second semester and sophomore year retention rates for the Freshman Seminar Group and Freshman Seminar Matches. The freshman seminar course was more beneficial to African American students, as evidenced by statistically significant first year grade point averages and sophomore year retention rates. Males who enrolled in the freshman seminar course appeared to benefit more than males who did not enroll in the course, as shown by statistically significant sophomore year retention rates. Students with low SAT scores appeared to benefit from the freshman seminar course, as evidenced by statistically significant second semester and sophomore year retention rates.

Hygrophila polysperma is a plant native to Asia that has been introduced into the Comal River, TX and is thriving while Ludwigia repens, a species native to the river appears to be declining. Both plants have similar morphologies and occupy similar habitats in the river. Two plant competition experiments were conducted to examine the competitive interactions between the two species. First, an experimental design was developed in which established Ludwigia plants were 'invaded' by sprigs of Hygrophila to determine if established Ludwigia populations would be negatively impacted by invasion. The second experiment focused on establishment and growth of sprigs of each species under three competition scenarios. Results show that the continued growth of well-established Ludwigia plants was significantly depressed by the invasion of Hygrophila in comparison with those that had not been invaded. Furthermore, the growth of Hygrophila sprigs was uninhibited by the presence of Ludwigia, but the presence of Hygrophila negatively impacted the growth of Ludwigia sprigs. There was no difference in the growth of Hygrophila sprigs whether planted alone, with Ludwigia sprigs or even if planted into stands of established Ludwigia.

The purpose of this study was to identify perceived barriers to the implementation of site-based management for administrators in the Region XII Service Center area in Texas.

This study examined whether or not it is in the financial best interest of public school districts, as employers, to promote the health of its employees.

The purpose of this study was to investigate the effects of restructuring associated with site-based management and the change in roles of central office personnel. The study also attempted to determine if districts had a plan with definitions of responsibility and accountability in place. The study included relationships between the decentralization process of site-based management and central office personnel's perception of job satisfaction.

This study was conducted to determine what the relationship is between the employee compensation/benefit programs in Texas public school districts and the basic values and beliefs that are important to the success of the districts.

The problem in this study was to determine the relationship between the scores on the three parts (reading, writing, and mathematics) of the Texas Assessment of Academic Skills Test (TAAS) and the academic success of first-year students at Clarendon College, Clarendon, Texas. High school grade-point average and gender were also included in the study. The purpose of the study was to develop an equation to predict first-year college grade-point average at Clarendon College . The predictor variables were the three parts of the TAAS Test (reading, writing, and mathematics) , high school grade-point average, and gender. The equation was developed through multiple correlation/multiple regression multivariate procedures. All statistical analyses were calculated through sub-programs of the Statistical Package for the Social Sciences (SPSS). The study was limited to using only 1992/1993 Texas high school graduates who had entered Clarendon College in the fall semesters of 1992 and 1993 directly following high school graduation. A search of Clarendon College records produced 115 students from these groups who fully met all standards defined for the study. Two predictor equations were developed. One developed through a simple regression command included all five predictor variables. The second equation was produced through a stepwise procedure. This equation included only high school grade-point average and the mathematics score from the TAAS Test. The variables TAAS reading, TAAS writing, and gender were not found to be significant when used in conjunction with the other predictor variables. The strength of each predictor variable was evaluated using students from the freshman class of 1994-95 at Clarendon College. Each of these students met the same basic standards used to establish the prediction equations. The two prediction equations were found to be equal in predictive strength. There was less than one percent difference in the variance accounted for between the two equations. Neither equation showed itself to be all powerful in terms of variance accounted for. Each did, however, predict first-year college grade point average to within two standard errors 93 percent of the time. Recommendations were made that further studies be conducted to find the ideal predictor equation for Clarendon College. Specific recommendations included bringing a more diverse mix of predictor variables into the study. A recommendation was also made to include more of the student body (out-of-state, part-time, etc.) in future studies.

The problem of this study was to determine if the teachers of Algebra I rated highest and lowest according to the Texas Teacher Appraisal System differed significantly in a measure of achievement. The analyses indicated that there were significant differences in achievement between the classes taught by the highest and lowest ranked teachers.