This study examined success rates and end-of-semester grades for three instructional methods used in developmental algebra and college algebra. The methods investigated were traditional lecture, laboratory, and computer mediated learning. The population included the 10,095 students who had enrolled in developmental algebra and college algebra at Richland College in Dallas, Texas, for five semesters. Success was defined as earning a grade of A, B, C, or D in a course.

Dallas Bible College existed under several names from 1940 to 1985. It was a member of the American Association of Bible Colleges. Although never prosperous, the institution did have an educational niche. This study explores the reasons behind the close of the school in 1985. It surveys the previous history but emphasizes the events from 1983 to 1985. The study investigates the change of mission, location, and name which occurred in the final year of existence. Also included is an extended study of disunity on the board of directors. Exploration is made of reasons why no strong leadership emerged to step in and save the school as it was on its downward path.

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.

The problem of this study concerns ethnoviolence on the campus of a predominantly white, state-supported university in the Dallas-Fort Worth Metropolitan Area. In order to study ethnoviolent behavior, the effects it has on the victims, and the perceptions that minority students have of the campus climate, all African-American, Hispanic, and international students enrolled at The University of Texas at Dallas were mailed a questionnaire.

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