The specific purposes of the study were (1) to determine the effectiveness of ECRI (Exemplary Center for Reading Instruction), as compared to "traditional" (basal driven) classroom instruction based on a comparative analysis of norm-referenced test data; (2) to determine if there was a significant difference between Blacks, Hispanics and Caucasians on the Vocabulary and Reading Comprehension portions of the Iowa Test of Basic Skills among the third grade ECRI students; and (3) to provide valid information for those charged with the implementation of reading instruction in the Dallas Independent School District, Dallas, Texas.

This study examined the rates of regular class placement for Texas public school students with learning disabilities, mental retardation, and emotional disturbance and possible reasons for a high rate of placement. A questionnaire regarding methods used to assist students with handicaps in regular education classes was mailed to the directors of all special education programs in the state. The directors were also asked to submit a copy of the district's June 1, 1989 Superintendent's Annual Report which contains data on the placement of all identified students with handicaps. School district property wealth and size were obtained from official state records.

The purpose of this study was to determine whether elementary teacher morale is related to teacher freedom to make decisions and give input into their work and work environment. Additionally, the study attempted to determine whether teacher decision making freedom varies with age, gender, number of degrees, years of experience, or special teaching assignment.

The purpose of this study was to develop a profile of Texas public school board members and to determine if there were significant differences in the profiles of board members according to sex, race, age, length of residence, length of board membership, type of community and superintendency tenure.

The problem of this study was to determine if the mathematics achievement of at-risk students using computer-assisted instruction (CAI) differed significantly from other groups of students.