This study sought to determine the ways in which Texas public school districts differ in their calculation of Grade Point Average/Rank in Class (GPA/RIC), how district size affects weighting practices, and the effect of non-uniform calculation of GPA/RIC on admissions to college. Descriptive and non-parametric analysis techniques were used.

The major purpose of this study was to determine what differences exist among groups of social studies student-teachers, instructors, and administrators in eight teachers colleges in Northern Thailand regarding their perceptions of the importance of selected social studies teaching competencies.

The research was designed to test the hypothesis that significant differences exist between Hispanic and non-Hispanic students respecting background characteristics and reasons for enrollment in selected two-year colleges. The findings led to firm conclusions regarding the need for educational institutions to provide remedial and tutorial services, liberal financial aid, culturally sensitive institutional ambience, diversity in faculty, counselors, and staff, and instructional and student development programs responsive to the cultural diversity of all students.