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* ****************: irv rsj oo (\J CM o LU OFFICE OF RESEARCH AND EVALUATION AUSTIN INDEPENDENT SCHOOL DISTRICT Eva Jtuaton.: David A.
Vzpa Jvbnznt o 2 vs 3 B 2 (.11) 2 — 1 vs 2 A I 3 - - — 1 vs 2 A I 2 vs 3 A I 5 - - - 1 vs 2 B 2 (.08) 1 vs 3 B 3 (.12) 6 1 vs 2 B 1 (.08) 2 vs 3 B 3 (.11) 7 2 vs 3 A I 8 1 vs 2 A I 1 vs 2 B . DROPOUT PATTERNS IDENTIFIED BY YOUNG AND REICH (1974: pp. 47' F-12 * 81.73 BIBLIOGRAPHY Bureau of the Census, United States Department of Commerce, Charac- teristics of the population , Volume 1, Part 45, Section lj Table 83, p. , Thus, Edmonds character- istic of principals instilling in teachers an expectation that they can have an impact on student achievement is mildly supported, at least in the Black sample. G-ll 491 81.73 New York City Public Schools, Office of Educational Evaluation.
AISD-ORE-81.73 30 Jun 82 492p.; For related document, see ED 211 296, and see TM 820 769 (Section XII) for final report; Available in microfiche only, due to small, faint print. Mac Donald Evaluation AAAAAtant'- Lauren Hall Moede FINAL TECHNICAL REPORT Vh.oqhjmmo Ji Analyst: ESAA/DMnlrt PUoh JALte-- Bobb y Herring' Sy* ? 2 (.11) 1 vs 2 B 2 (.17) 1 vs 3 B ■ .3 (.12) 2 vs 3 B 2 (.11) * M A ,f indicates the F-test comparing model 1 and 2 was significant at the .05 level. School Improvement Project ; A summary of the first annual assessment report .
(Author/PN) ***************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. The numbers in parentheses indicate the amount in grade equivalents by which the favored group exceeded the other group. DESCRIPTION OF SIGNIFICANT F-TESTS FOR COMPARISONS OF •CODES 1 AND 2, 1 AND 3, AND 2 AND 3 FOR OTHERS AT GRADES 1-8 ON THE ITBS.
DOCUMENT RESUME ED 228 257 TITLE INSTITUTION SPONS AGENCY REPORT NO ' PUB DATE NOTE PUB TYPE EDRS PRICE DESCRIPTORS IDENTIFIERS TM 820 777 ESAA/District Priorities — Systemwide Desegregation. Appendixes^ Austin Independent School District, Tex. Effectiveness; School Desegregation; School Districts; Spanish Speaking; Teacher Attitudes; Teacher Integration ♦Austin Independent School District TX; Iowa Tests of Basic Skills; Sequential Tests of Educational Progress ABSTRACT The purpose, procedures, analyses, and results are documented for seven information sources used by Austin (Texas) Independent School District in the Emergency School Aid Act (ESAA)/Districtwide, Prior ities— Systemwide Desegregation Evaluation, 1981-82. Iowa Tests of Basic Skills, (2) Sequential Tests of Educational Progress, (3) teacher survey, (4) administrator survey, (5) school leavers file, (6) a survey of the literature on school dropouts, and (6) a survey of the literature on school effectiveness. Each appendix answers one or more decision questions, evaluation questions, and/or information needs from the Evaluation Design-including (1) an instrument description, (2) purpose for administering the instrument, (3) procedures used to collect data, (4) results, and (5) figures presenting the data. ** ,f I" indicates an interaction; no group is consistently favored at all levels of the pretest. School factors influencing reading achievement: A case study of two inner-city schools .
Reports — Evaluative/Feasibility (142) — Information Analyses (070) — Tests/Evaluation Instruments (160) MF02 Plus Postage. ♦Academic Achievement; Achievement Tests; Administrator Attitudes; Black Students; *Data Collection; *Desegregat ion Effects; Discipline Problems; Dropouts; Elementary Secondary Education; ♦Evaluation Methods; *Literature Reviews; *Program. "B" indicates the F-test comparing model 2 and 3was significant at the .05 level. New York: NY CPS, September, 1980.* New York State Office of Education Performance Review.
Family Supporter ; "Students, usually New Canadians, who feel a responsibility to assist in a family business or to contribute to the family income." 5. Phoenix, Arizone: Mesa Public Schools, January, 1976. ERIC Document Reproduction Service Number ED 097617. Indianapolis, Indiana: Indiana State Office of the Superintendent of Public Instruction, October, 1971. Illinois Office of Superintendents of Public Instruction, 1962. Teacher expectations for students were correlated .66 with achievement for the statewide sample, but relations of .2 with achievement, were found in , the-v,-hite and Black samples.
Homemakers : "Girls, usually boderline passes, who are oriented toward homemaking and raising a family, and do not perceive school as necessary for their goals." 4. s Degracie, J."S., Christer, and Helius/ The picture of a dropout . The, application of discriminant analysis to determine high school dropouts from non-dropout$ . Report of Indiana public school dropout-graduate prediction study . Procedure^ or the identification of potential high school dropouts . High school dropouts: highlight results of a survey of Philadelphia public high school pupils who left school in 1975-^76. This study differed fron previous, school effectiveness studies in that a large number of -schools were studied, rtot just schools which were , achievement outliers, and therefore is worth examining.
15 PUBLISHED BY STUDENTS OF FLORIDA STATE UNIVERSITlf Wednesday, November 1,1967 Student Role in University Discussed During Retreat students, faculty and the Administration hashec , -.-r their respective roles n University affairs last Saturday at the Reservation in a special 6-hour re- reat called by Vice President John J. ^ , j , This view was echoed throughout the day as various student leaders spoke rhe ir piece about the lack of student power at Florida State. Stu- dents were emphatic in their insistence that more authority must be vested in the students.
*u "Students are beginning to realize their potential in the University and in the ommunity; they are more aware of their rights." said Lyman Fletcher, Student Body Vice-President. Rather than clear the air, the conference merely intensified the desires of student leaders to change the status quo.
Intellectual Elite ; "Students who have the capacity to do well in school, but who have renounced the system." Figure F-l. Principal expec- 0 tations for students correlated .54 in Black schools, and .38 ror the state- ■ wide schools, but was very low in White schools.