Even though the Youth Opportunities Unlimited program has been in effect for ten years, there exists no current, comprehensive, effectiveness research on YOU. Such analysis is needed to determine the value of the YOU program. The purpose of this study is to evaluate the effectiveness of the YOU program. Both quantitative and qualitative research methods are used in this study. Quantitative analysis is provided through factual data collected through an alumni survey. Qualitative analysis is provided through personal opinion information obtained from YOU alumni through the survey and by personal interview. The YOU program at UNT is a successful compensatory education program that helps improve the education and the lives of America's at-risk students.

This investigation sought to determine how seventh-grade social studies teachers perceive TAAS objectives for social studies, language arts, and mathematics and how they apply them in the classroom. A detailed questionnaire was submitted to fifty teachers in the Dallas metropolitan area; a 72 percent. return was received. Though teachers expressed a favorable attitude toward emphasizing the higher-level thinking objectives, many indicated that their lesson plans and teaching methods have remained unchanged in the past year. The data suggests that teachers want and need additional training and teaching resources to satisfy the call for incorporating performance-based assessment into the classroom curriculum. TAAS standards cannot drive the intended curriculum improvements without a model for reorienting instructional practices.

The purpose of this study was to identify and compare specific writing assignments provided in the four basal mathematics textbook series, grades six through eight, accepted by the state of Texas in 1990. The student and teachers' editions by each publisher were analyzed (1) for the total number and types of writing assignments provided, (2) to compare how the writing assignments compared with the four purposes of writing mandated in the English Language Arts Framework, Kindergarten through Grade 12 for the state of Texas, (3) to compare how the writing assignments compared with the recommendations for communication opportunities stated in the National Council of Teachers of Mathematics' Curriculum and Evaluation Standards for School Mathematics for grades five through eight, and (4) to compare the number and types of writing assignments among the four publishers. The total number of writing assignments varied among publishers ranging from 151 to 316 in the student editions and from 147 to 523 in the teacher's editions. The findings of this study indicate that from 80 to 98 percent of the writing assignments in the student editions and from 72 to 96 percent of the writing assignments in the teacher's editions corresponded to the Informative purpose …

This study is a partial replication of research conducted by Perkes (1973). The problem in this study is to assess the magnitude of the relationship between student knowledge of the environment, student gender, grade level, and size of school attended; and the level of attitudinal differences between students based upon student gender, grade level, and the size of school that students attend. Methods of data collection include the use of an environmental knowledge and attitude inventory used by Perkes (1973) and modified by Hardy and Fox (1976). This thesis includes an added dimension, a survey of environmental education curricula in the Permian Basin Region of Texas.