The purpose of this study was to better predict how a first semester college freshman becomes prepared for college. the theoretical framework guiding this study is Vrooms’ expectancy theory, motivation plays a key role in success. This study used a hierarchical multiple regression model. the independent variables of interest included high school percentile class rank, composite ACT scores, composite SAT scores, and the 10 themes as measured by the Student Readiness Inventory (SRI) to address two research questions: What are the psychosocial factors identified by the SRI are most relevant in predicting college success? What conventional academic indicators are most relevant in predicting college success? the sample size for this study was 5279 (n), including a stratified random sample of first semester college freshman enrolled in credit bearing courses; these participants were deemed college ready by the university. Academic Discipline accounted for 4.2% of the variance in first semester college GPA, General Determination accounted for 1.7% of the variance, and the remaining psychosocial factors of the SRI accounted for less than 1% of the variance. High school percentile class rank accounted for 10.7% of the variance, composite ACT accounted for 5.9% of the variance, and composite SAT accounted for 5.6% …

Scholarly research has been written on the forces behind the barriers preventing Hispanic women from reaching the top of the public school ladder. These barriers are to be recognized and addressed. This study focuses not on the barriers which hinder forward and upward career movement, but instead examines how many Hispanic American women have not allowed these barriers to prevent them from achieving their goals of attaining the principalship. This study seeks to determine how Hispanic women principals came to grips with the challenges and barriers to promotion, and to success as K‒12 school leaders. This qualitative research study consisted of 12 Hispanic female school principals from the Dallas/Fort Worth metropolitan area. The three districts selected were Fort Worth Independent School District, Arlington Independent School District, and Grand Prairie Independent School District. Three principals were from Grand Prairie Independent School District, two principals were from Arlington Independent School District, and seven principals were from the Fort Worth Independent School District. All of the 12 Hispanic school principals were interviewed. From the responses to each of the questions, themes became evident. The themes expressed what individual principals had done and the strategies they used to overcome the varied barriers which they …

This study examined Texas high school principals' attitudes toward the inclusion of students with disabilities in the general education classroom. School leaders today face increasing demands with the revised state accountability system. For example, students with disabilities are required to take the Texas Assessment Knowledge and Skills Test (TAKS) and on grade level. Hence, one of the strategies of schools has been to mainstream or include special education students in the regular classroom. Inclusion provides the opportunity for students with disabilities to be educated in the general education curriculum with their non-disabled peers. This study investigated the attitudes of Texas high school principals' attitudes toward the inclusion of students with disabilities in the general education classroom. The principals' personal experiences, professional training, and formal training in inclusion were examined. This study was a qualitative study using survey methodology. The Principal's Inclusion Survey developed by Cindy Praisner and G.H. Stainback was distributed electronically to 1211 Texas high schools. With the permissions of Praisner and Stainback, the survey was loaded into Survey Monkey, which is a website for creation of professional online surveys. Data was analyzed using descriptive statistics. The return rate was 395 (32.1%) overall responses. The results of the study …