The primary purpose of the study was to determine if the funding and revenue conditions which existed prior to the passage of the Tax Relief Amendment of 1978 continued after the enactment of public school finance legislation by the Sixty-Sixth and Sixty-Seventh Texas Legislatures. Analyses of four research questions were used to accomplish the purpose of the study.

The purpose of this study was to determine whether application forms used in Texas public schools for teachers and administrators were in compliance with federal Equal Employment Opportunity Commission (EEOC) and Texas Human Rights Commission Act (THRCA) regulations regarding preemployment practices. Participating in the study were 740 public school districts in Texas. The study also attempted to determine if these application forms are in violation of EEOC regulations pertaining to pre-employment practices and whether classification based on the districts' size, wealth, student ethnicity and geographical location has a bearing on the degree of compliance with and awareness of EEOC and THRCA regulations. A model employment application form and set of guidelines were developed for school districts to use in securing pre-employment information. Inferential statistics were used through various applicable designs. Three different types of analysis were utilized. These were a Descriptive Analysis, a Goodman- Kruskal Gamma (y) Coefficient—chi-square analysis and a Multiple Regression analysis. The descriptive analysis included the calculation of percentages of the suspect questions appearing on teacher and administrator application forms utilizing the Criteria Used to Determine EEO Compliance and Awareness Among Texas School Districts. The Goodman-Kruskal Gamma (y) Coefficient and the chi-square analysis were employed in order …

This investigation studied the impact of male student involvement in selected school activities upon grade-point averages, rates of attendance and college entrance examination scores. The main purpose of this study was to provide data for state officials, school administrators, and school boards as they seek to make decisions concerning the activities program and its place in the educational system. The specific purpose was to determine if involvement in selected school activities had any relationship to the variables grade-point average, attendance, and scores on college entrance examinations. The study was carried out in four large Texas high schools with a total student population of 6,456. Male participants in seven major school activities were randomly selected. This process produced a total sample of 280 male students representing participation in seven activities in four high schools. Each activity was represented by a sample of forty male students. The conclusions were drawn that (1) there is a positive relationship between participation in the activities program by male students and attendance rate, grade-point average, and scores on the Scholastic Aptitude Test and (2) there was no negative relationship between participation in the activities program and the participants' ability to receive a high school education.

The concern that prompted this study is the inadequacy of the present system of handling teacher certification information, especially as it involves the movement of information between Texas' teacher-certifying universities, local school districts, and the Texas Education Agency. Since it was found that no computerized certification system presently exists in any state, the primary purpose of this study was to develop a model for a computerized teacher certification information system; a secondary purpose was to determine the major factors involved in regard to the feasibility of such a model. The model is written from an education administration viewpoint and is limited to in-state elementary and secondary teacher certification, 1972 certification standards, and existing computer capabilities.

The purpose of this study was to determine the relationships between the scores of students on the Pre-Professional Skills Test (P-PST) and the scores of students on college aptitude tests, the race of students and the number of college hours that students had completed. The subjects who participated in this study were education students who sought admittance to Texas public colleges and universities and took the P-PST in March, 1984. A total of 642 students participated in the study, 512 White or other, 48 Blacks and 82 Hispanics. P-PST scores, race, number of college hours completed, and college aptitude scores were obtained from the student's college or university as a result of the signed release forms each student completed at the March, 1984 testing date.

The problem of this study was to describe inservice education programs for members of local boards of trustees and to assess the knowledge and attitude toward inservice of participating and non-participating board members. The major purposes of this study were to describe training programs carried on in selected school districts, and to assess and compare the knowledge and attitudes toward inservice education of board members who do and do not participate in those training programs. The project involved the identification of skill areas necessary for board members, the development of instruments to measure knowledge and attitudes toward inservice, the selection of boards of trustees from six school districts for an experimental and a control group, the description of inservice education programs in operation in districts comprising the experimental group, and the assessment of knowledge and attitudes of members of the experimental and control groups.

The purpose of this study was to determine the relationship between the leadership style of high school principals and their faculties' level of communication satisfaction. The study was also concerned with the relationship of the respondents' biographical data with leadership style and communication satisfaction. Subjects were selected from a population that consisted of thirty—two high schools in the North Central Texas Area. Each school that participated in the study had its faculty respond to the Communication Satisfaction Questionnaire and a teacher biographical data survey. Each school's principal responded to the Least Preferred Co—Worker Scale, principals' Communication Satisfaction Questionnaire, and a biographical data survey. The results were then analyzed using simple and multiple regression.

The problem of this study was the perceptions of Texas public school teachers and principals regarding recommendations for educational reform made in April, 1983, by the National Commission on Excellence in Education. Purposes included determining those perceptions and investigating differences between them, differences among teachers1 perceptions, and differences among principals' perceptions relative to specific categories of recommendations and specific biographic variables. A random sample of 460 teachers and 180 principals, stratified equally among the state's twenty education regions, was selected from the population of public school teachers and principals on computer at the Texas Education Agency, Austin, Texas. The actual number of respondents included 224 teachers and 91 principals, or 49 percent and 51 percent respectively. The instrument used was an attitude scale developed by the investigator. The thirty-nine original recommendations made by the Commission were converted into 118 specific recommendations, more precise and easier to read according to a jury of experts. An. analysis of variance was calculated for hypotheses one, two, five, and six, and t values were calculated for hypotheses three and four. The study was organized into five chapters including the "Introduction," "Review of the Related Literature," "Procedures for Collection and Analysis of Data," "Analysis of …