UTSA Electronic Theses and Dissertations
Permanent URI for this communityhttps://hdl.handle.net/20.500.12588/2226
This collection contains electronic UTSA theses and dissertations (ETDs), primarily from 2005 to present. The collection is not comprehensive; search the UTSA Library Catalog for a complete list of UTSA theses and dissertations.
Since 2023, the UTSA Graduate School has required all theses and dissertations to be made publicly available in Runner Research Press. However, authors are able to request an embargo. Embargoed ETDs will not be downloadable until after their embargo expires.
Authors of these ETDs have retained their copyright while granting UTSA Libraries the non-exclusive right to reproduce and distribute their works.
There are two collections of Master’s and Doctoral ETDs. One is available only to currently enrolled UTSA students, faculty or staff. To be able to download an ETD that is UTSA access only, navigate to “Log In” on the top right-hand corner of this screen, then select “Log in with my UTSA ID.”
Open Access ETDs are those which the author has granted permission for their work to be available to the general public.
Former students are invited to broaden access to their thesis or dissertation by making it available in the Open Access collection. To initiate this process, or if you have any questions about the ETD collection, please contact rrpress@utsa.edu.Browse
Browsing UTSA Electronic Theses and Dissertations by Department "Educational Leadership and Policy Studies"
- Results Per Page
- Sort Options
Item A Case Study of a Dual Language School: Principal and Teacher Perspectives(2018) Ponce, Gilberto MartinThe purpose of this qualitative case study is to investigate the characteristics of a sustained dual language campus as well as the contributions made by the schools building principal. The exploration of the principals driving emphasis in the school may give insight into how to continue to sustain a progressive dual language program, and the understandings a principal must have when leading a dual language school. In-depth interviews were conducted to collect data from various teachers of at least five years of experience at the dual language campus as well as the building principal of said campus. A total of six teachers and one principal were interviewed once individually, then the teachers were broken into two focus groups of three members. The questions for the interviews were framed under a culturally relevant pedagogy model, then the responses were analyzed to form a new model of sustainability. The results of this study indicate that building principals must critically reflect on some cultural aspects of the school, specifically: a reflection of cultural consciousness, a belief that dual language education is an equitable practice, and advocacy for students and high achievement are necessary. Leaders of dual language campus' must validate the student's cultural wealth; this includes their role in the school, community, home and how language plays an important role in the functioning of the sustainability. Finally, principals should understand that the process of reflection and re-evaluation is constant and should continue as such.Item A Case Study of Leadership Practices in a Dual Language Program(2024) Almanza, OliviaThe purpose of this qualitative study was to investigate the perception of the principal and teachers regarding what transformational leadership practices meet the needs of EBs in a DLI PK-8th grade campus in South Texas. The research site was selected for having 40% emergent bilingual students. The campus principal has been implementing a comprehensive 80:20 dual language immersion program for more than five years, and the campus has received an “A†rating from the Texas Education Agency based on State of Texas Assessment of Academic Readiness (STAAR) assessments more than once. Data were collected from the research site by utilizing Seidman (2006) interview series which consist of three rounds of structured interviews from the principal, two interviews from two bilingual teachers, and one from the focus group which consisted of three bilingual teachers. Following Saldaña’s (2021) coding process, the data were collected, categorized, and given a code aligned to the transformational leadership theory. The main themes that emerged on the leadership practices used to implement a comprehensive dual language program in a PK-8th grade campus are the following: (1) Build a Shared Vision through Stakeholder Involvement; (2) Model School Practices and Advocate; (3) Build relationships, Empower, and Distribute Leadership; (4) Facilitate Teacher Reflection for Student and School Improvement. The findings indicate that the principal set structures to transform a traditional school to a dual language immersion campus. He engaged stakeholders in building the vision of the school and modeled practices that he expected his staff to emulate. One of the core leadership practices that he implemented was collaboration and used it to engage staff in working as a team as they met and discussed school progress. He built positive relationships with staff, students, and families. He inspired his subordinates to explore new approaches, empowered them, and increased capacity. He also created space for students to meet with him so they could express campus improvements that needed to be made based on their lens. Transformational leadership practices have had a positive effect in a dual language campus in obtaining high levels of performance of teachers which ensured high academic achievement of students.Item A case study of parent involvement and college awareness: Instilling going-to-college at the elementary level(2012) de la Pena, Frances M.Resulting from increasing Hispanic population and student enrollment numbers, educational institutions face the challenge to increase parental involvement and preparing educators in P-20 (Pre-school through graduate school) with critical praxis underlying effective and trust-building interactions between families and schools (Walker et al., 2011). Parents play a pivotal role as brokers between their family and school (Delgado-Gaitan, 1994); yet, need to be empowered sooner rather than later to feel a part of and be active in their children's schooling (Delgado-Gaitan, 1991). Therefore, the problem lies with an increasing number of Hispanic parents lacking parental involvement and college-going awareness which translates to not enough Hispanic elementary students opt to attend postsecondary education institutions in the years to come. The purpose of this qualitative case study was to explore parental involvement and college awareness for Hispanic students beginning at the elementary level. In addition, a theoretical framework of social capital and validation were utilized to explore a college-going culture through perceptions and experiences of parents, teachers, and administrators. This study used case study methodology and focus group interviews. I collected data from three administrators, a six participant teacher focus group, and a five participant parent focus group interview at one large urban elementary school. From the data analysis, three concepts for parental involvement and college awareness at the elementary level were identified. The three concepts were: (1) College-Going Culture, (2) Going-to-College, and (3) College Awareness. The administrator interviews, parent and teacher focus group interviews indicated that the participants' perceptions and experiences are contextual in this study. Results from the study revealed that parental involvement occurs daily at home and not at school much to the teachers chagrin. Additionally, the results for college awareness indicate parents must be engaged in school wide events that enhance their child's educational future in higher education. It is essential that higher education be embraced at the elementary level to increase the number of Hispanic students entering postsecondary education. This study's findings have important implications for practice and recommendations for future research.Item A Case Study: Understanding the Experiences of School Leaders Who Utilize the Arts Integration School Model(2021) Vela, LindseyThe purpose of this study was to examine the experiences of the school leaders who chose to open and lead an arts integrated school model, at The Gathering Place. The research question that guided this study was: How do the founders at The Gathering Place, describe their experiences in opening and leading an arts integrated school model for young students? Sub-questions sought to discover the motivations, barriers, and factors that facilitated progress while opening and leading their arts integration school model. This study applied the Theoretical Domains Framework as a lens through which to examine the data. A case study approach was used as the research method to examine the experiences of the school leaders within this innovative school that specializes in arts integration, through interviews and artifact analysis. I found that while there are barriers to opening and leading an arts integrated campus, the factors that facilitated progress and the motivations, together drove these school leaders to persevere and create this opportunity for young children. This study illustrates how individuals who are grounded in their beliefs can develop an arts integrated school model for kids. Findings from this study can be used to understand the lived experiences of school leaders who open new arts integrated campuses and learn from their stories in order to offer similar educational experiences in other communities.Item A collegial approach to educational leadership: The impact of the lived leadership experiences on principal pedagogy(2013) Garcia, Edward E.The purpose of this study is to examine principal pedagogy from the perspective and experiences of urban education leaders; the aspiring principal and the veteran principal. The investigation is centered on the pedagogical experiences of school administrators that develop into the leadership attributes of proficient principals. An examination of collegial administrative relationships within the field of education should reveal the support offered to new and aspiring principals resulting in principal efficacy. The purpose of this study is to examine principal pedagogy from the perspective and experiences of urban education leaders; the aspiring principal and the veteran principal. Educational leaders note the growing need to identify and prepare aspiring principals to assume the principalship. The significance of this study as it pertains to the role and responsibilities of the principalship will include research based inquiries into the induction process for new principals and mentoring practices designed to offer professional fellowship within the principalship. The data revealed five key elements of principal efficacy as evidenced through the stories of secondary urban principals. Through a detailed analysis of the case study data, the phenomenon of principal development presented five themes: Philosophy of Educational Leadership, Values and Beliefs, Principal as Communicator, The Servant Leader, and Model Mentor. A conceptual model was developed to illustrate the emerging themes and their impact on principal pedagogy which culminates in overall principal efficacy.Item A comparison between online and traditional learning in an undergraduate higher education environment(2010) Womack, David L.This study examines differences in performance on selected assignments and two examinations between an online and a traditional undergraduate education course. In addition, differences in Locus of Control between the courses are examined. A MANCOVA indicated no significant difference in Locus of Control. MANCOVA indicated that student performance on assignments showed no significant difference between the course delivery types. Student test scores showed a substantial and statistically significant difference between the traditional and online course delivery methods, with the traditional delivery method associated with higher test scores. Differences in score variances may suggest that student populations are not monolithic but may consist of identifiable subsets.Item A journey into the lived experiences of Latina graduate students: a feminist perspective(2016) Palacios, Lisa MayThe purpose of this qualitative research study was to explore the lived experiences of Latinas in a master's educational leadership program located in South Texas within the context of a federally designated Hispanic Serving Institution. In particular, this study helps to understand the lived experiences of enrolled Latina students at the master's level. Narrative case and study and grounded feminist and cultural study theory were used to investigate five Latina participants who took part in in-depth interviews to provide a full picture and description of their day to day happenings in their graduate programs and beyond. This study also described in-depth through dialogue and historical narratives the "transformation" these women made through their testimonias with me as witness. These in-depth interviews covered a range of topics including their academic, personal, and professional interactions to gain a full understanding of balancing multiple demands, as well as exploring the support networks to persist towards degree obtainment and future goals and plans. The following themes emerged from their narratives and were credited for their success: family support, faculty and advisor support, personal sacrifices, professional development, and resistance to sexist and racist incidences. In addition, the unique themes of "quiet guilt" and health sacrifices will be explored. Lastly, these five women are currently champions for marginalized students and embody the character of advocates for social justice.Item A Latino Superintendent's Life History: A Re-Examination through Brown Eyes(2017) Mota, Alma YvetteResearch indicates Latino males are under-represented in the educational pipeline and administrative ranks of public education. Further studies attribute the Latino culture as contributing to the obstacles encountered in Latino advancement. This qualitative study was a life history of a first generation U.S. born Latino raised in a Texas-Mexico border town by his Mexican born mother. Using the combination of LatCrit and Resiliency Theories to frame the study, the research question examined the experiences of a first term Latino superintendent to understand how his attitudes, beliefs and behaviors were affected in his upbringing, how they influenced his navigation of the educational pipeline and how they contribute to his leadership of a majority-minority school district along the Texas-Mexico border. Through the in-depth interviews conducted with the primary participant and the contributions of secondary participants, data was analyzed by using Narrative Coding, Descriptive Coding, Value Coding, and InVivo Coding (Saldana, 2013) wherein the themes of family, support systems, and personal resiliency were identified using the participant's voice and own words. The key findings demonstrate the participant's trajectory and successful navigation through the educational pipeline were determined by the use and interplay of social capital and cultural capital (Monkman, Ronald & Theramene, 2005, p. 12).Item A leader's role in developing a campus plan of action for parental involvement in a predominantly Hispanic English language learner, high economically disadvantaged urban school(2015) Cerna, Joseph N.The purpose of this single site case study was to explore the shared experiences and behaviors of parents of academically successful Hispanic English language learners in a predominantly non-white, economically disadvantaged urban school to provide insight for current and aspiring campus leaders as they develop plans to address perceived deficiencies in student achievement and college readiness of ELL's. The specific intent of this study was to identify non-traditional forms of parental involvement from parents of English language learners to guide campus leaders in developing more culturally relevant parental involvement programs at the campus level based on models of success outside traditional frameworks of parental involvement. The data from this study revealed parent participants' alignment with five of the six categories presented in Epstein's traditional frameworks for parental involvement. The categories that emerged included parenting, communicating, volunteering, learning at home and decision making. Another key finding from the study were the themes of parental involvement that emerged from the data analysis that were not present in Epstein's traditional framework for parental involvement. Though not evident in Epstein's framework, the themes in this category were significant to the respondents' beliefs of effective parental involvement. The emergent themes that were categorized as non-traditional forms of parental involvement were support for the teacher, spirituality and development of a network of support from campus faculty and staff. If these nontraditional forms of parental involvement were not acknowledged, the participants of the study would not seem involved based on traditional metrics used to evaluate parental involvement.Item A multi-level analysis of the extent of undermatch for Latino students and the influence of the high school context and organizational habitus on college choice(2016) Dbouk, YoumnaThe phenomenon of undermatching is becoming more prevalent as higher education enrollment increases for all student groups, and especially for minority populations. There is a need to further understand how the high school context, specifically in its holistic organizational habitus, impacts students' college choices and their likelihood to academically undermatch at the time of enrollment. Using a hierarchical generalized linear model on a sample from the Education Longitudinal Study of 2002, this study examined the extent of undermatch for Latino students and other racial/ethnic groups, the impact of student level characteristics on undermatching, and the effect of the high school context and its organizational habitus on the likelihood to undermatch at enrollment, including physical aspects of the school environment and teacher-and administrator-related variables that have not yet been examined in relation to undermatching. The findings suggest that certain types of student-level capital have an influence on undermatching, as well as limited measures of the high school's organizational habitus, in terms of the teaching/learning environment and the college-going climate.Item A Multiple Case Study of Culturally Responsive Women Leaders in Southwest Texas Elementary Schools(2022) Castillo, Cynthia AnnThis study sought to extend the knowledge of the real-world application of leadership practices relevant and responsive to commonly marginalized students. This study focused on leadership practices of school leaders including principals and assistant principals through the lens of the theoretical framework crafted by Muhammad Khalifa (2018) titled Culturally Responsive School Leadership. This research provides a different perspective of school leadership and could help inform school administrators and district leaders regarding ways to implement leadership practices that would serve the specific needs of school communities. This study also identified the challenges that are faced in the efforts of serving as a culturally responsive school leader. The research design is a multiple case study (Merriam, 1998) model, in which two principals and one assistant principal took part in a three-interview series, discussing their personal and professional experiences with regard to education from their K-12 experiences through their school leader experiences. Two themes emerged from this study, including sense of belonging and serving the needs of the school community. Through these themes the findings suggest that school leaders in Southwest Texas employ Culturally Responsive School Leadership (Khalifa, 2018) by creating inclusive environments for their students and families, and by rejecting exclusionary practices. Different life experiences influenced all three school leaders as they do the work to lead schools with a majority of students of color. Common influences found across all three participants include the impact of their own cultural and socio-economic backgrounds from their upbringings, as well as experiences, good and bad, in the education system. Prospective school principals and assistant principals may benefit from this knowledge as they develop their own leadership style in preparation for the role of school leader. As higher education practitioners work to prepare prospective school leaders, the dissemination of non-traditional, community-based school leadership practices could be included in graduate coursework. Finally, this study could also contribute to the small but growing body of literature regarding Culturally Responsive School Leadership (Khalifa, 2018).Item A Multiple Case Study of the Perceptions and Experiences of Latinas as They Navigated Their Path to the High School Principalship(2019) Baker, Lisa MarieTexas is home to over 11 million Latinos according to the latest U.S. Census Bureau report. As the Latino population grows, it continues to surpass the growth of the majority. Keeping this pace, Latinos are soon to represent a plurality. In the high school principalship, there is a disproportionate amount of Latina leaders. There is a need to examine Latina leadership. In this study, the pathways and experiences of Latina high school principals who may have overcome barriers are examined. The research question is: What are the perceptions and experiences of Latinas as they navigated their path to the high school principalship? Using a multiple case study research method, in depth individual interviews were conducted with three Latina high school principals in South Texas in order to examine how and in what ways did their perceptions and experiences manifest in their leadership practice. Literature describes two theories that support the ways in which Latinas lead. Both Resiliency and Mujerista Theories fit their narratives. Resiliency Theory describes how each principal examined risks ad threats in order to make judgments that were ultimately positive. They were able to react or adapt to the risks they faced. In addition, Mujerista Theory described how Latinas self-defined and healed as they faced survival and growth in the face of multiple, intersecting forms of oppression. The three Latinas high school principals faced the struggle (la lucha), expressed their voice (permitanme hablar), and maintained their community of family (la comunidad/la familia). Each shared strategies to help future Latina leaders. The significance of this study is the possibility that the personal and professional experiences, as told in the case studies that Latina high school principals shared, may enhance our understanding of this at-risk population, with counter-stories of Latina leaders who serve as role models.Item A Narrative Inquiry of Factors that Influence Military Parents when They Choose Between On-Base Public Schools and Off-Base Public Schools During a Relocation for Their Child with Special Needs(2023) Sultan, SalehaThe purpose of this narrative inquiry is to examine factors that influence military parents when they choose between on-base public schools and off-base public schools during a relocation for their child with special needs. According to the Department of Defense Education Activity (DoDEA, 2015) there are approximately 650,000 military dependent children facing various challenges that may impact their schooling in the United States. The Office of the Secretaries of the Army, Navy, and Air Force (2018) state that many military families mention education issues for their children as a major drawback to military service. Military-connected students with special needs require special attention as they may be at risk of losing continuity of academic support, including changes in special education services as they transition from one school to another. The men and women in our armed forces – as well as their families and loved ones – disproportionately make sacrifices for their country. For those of us engaged in K-12 education, it is imperative to ask timely and relevant questions that are not only of practical importance to military parents of children with special needs but also informative to federal and state policymakers whose decisions affect policies and practices that impact these families.Item A New Visage: Women Superintendents in Texas(2023) Tate, Tanya C.While the overall number of women superintendents has increased in recent years, representation disparities persist across educational ranks. The present study’s aim was to explore the career paths that facilitate women’s success in achieving and retaining the superintendent role for five or more years. Employing narrative inquiry through restorying, this qualitative study developed case studies revolving around three Texas superintendents who identify as White, Hispanic, and African American, respectively. Additionally, interviews were conducted with three individuals chosen by each superintendent for data triangulation. Findings captured participant experiences, career routes, challenges, strategies, and role persistence. The study also examined the tenets and assumptions of Liberal Feminism by juxtaposing identified themes within the theoretical framework. Findings indicated both traditional and nontraditional pathways to superintendency, shedding light on early leadership opportunities, commitment to education, and the power of mentorship and supportive relationships. Lack of mentorship, imposter syndrome, and broader systemic issues were commonly encountered challenges. Key success strategies included a student-centered approach, supportive leadership, continuous self-improvement, and team building. Persistence was driven by faith, dedication to academic success, unity, gratitude, and strong relationships. Lastly, I present a conceptual model, “Scaffolding a New Visage,” to represent necessary supports and structures to equip women superintendents to ascend to top leadership positions, namely, the superintendency.Item A Phenomenological Study of Latina School Principals in Texas(2019) Barrera, Destiny MarieAlthough the women's rights movement of the 1970s opened new opportunities for women in education, women continue to be underrepresented in leadership positions in public school districts, which might indicate a need to better understand obstacles and explore the meaning of providing greater support to women aspiring to executive level positions. Before looking into how some Hispanic women achieved success of obtaining administrative leadership positions, there exists a need to understand how the barriers have come about, and in many instances how the barriers continue to present difficulties for Hispanic women in their pursuit of administrative recognition and promotion. The purpose of this qualitative study was to explore the lived experiences of how Hispanic female school principals arrived to their ascension of a principal at the elementary, middle, and high school level. This research study explored the essence of the lived experiences of Hispanic women who have achieved leadership roles as principals within Texas public education school districts. Using a phenomenological approach, the goal was to better understand the paths taken by women to their ascension into the principalship, the meaning revealed about any hurdles they may have encountered on their path, and how these women describe their journey. This research sought to influence education best practices regarding the enhanced utilization of Hispanic female leadership in principal leadership roles. The findings revealed through data analysis that three common themes along with several subthemes emerged from their voices; determination and grit, resilience, and social supports. All women had the determination and grit to reach the principalship. They showed resilience in the face of obstacles that presented themselves and found themselves in the role as principal because someone saw something in them and gave them the gift of social support.Item A Policy Discourse Analysis of Texas' Top Ten Percent Law(2018) Delgado, Chryssa D.Previous policy analysis of the Top Ten Percent Plan (TTPP) has focused on the outcomes of the policy (e.g., Card & Krueger, 2005; Kain & O'Brien, 2004; Long, 2004), answering questions such as whether the TTPP led to increased or decreased access for particular groups. Absent from the literature is an analysis of the policy-change process and the way this change process might contribute to producing a particular cultural reality, and how it might exclude people based on race and gender categories (Iverson, 2005; Marshall, 1999). This study was designed to enhance understanding of the college admission policy-change process that led to the creation of the TTPP in 1997, a policy that was initially intended to serve as a race-neutral alternative to affirmative action. This study moves away from a positivist line of policy analysis which is primarily focused on outcomes and examines the policy through a critical lens. Policy discourse analysis was the methodology used for this study and poststructuralism was the theoretical lens applied to investigate the following questions: • What are the predominant images of merit and student deservedness in the TTPP? • What discourses are employed to shape these images? • How does the TTPP construct the student deserving of college admission? • What does the language in these policies tell us about what those in power value in student preparedness? How is race evoked by the silences or absences found in the discourse surrounding the TTPP? In this study, I utilized Kezar's (2011b) poststructural analytic method of revelation, deconstruction and reconstruction to examine the discourses and interpret the data. Doing so revealed that HB 588 was a reconstruction of traditional admission evaluation based primarily on the evaluation of merit through SAT/ACT test scores to a more narrowly defined evaluation of class rank. The TTPP created a new culture of student deservedness by opening the doors to underrepresented students across the state who reached the elite top 10% of their graduating class. By discursively reframing the student deserving of automatic college admission, the legislation has created a pipeline for those who deserve to go to Texas' two flagships, and those who need to consider a local regional institution or community college. While the TTPP provided a pathway for elite students in the state of Texas, it does not address the majority of the state's college going population and educational access. Practitioners, institutional leaders, and policy makers should not grow complacent. Higher education stakeholders should continue to work toward more equitable standards to produce more equitable outcomes.Item A Restorative Momentum Model of Academic Success for Students Returning from Academic Dismissal: A Mixed Methods Approach(2019) Bledsoe, Ripsime KaraguezianWhile much research on student success has been conducted on retention, attrition and college completion among those that voluntarily withdraw from college, few studies have focused on involuntary withdrawal in the form of academic dismissal. More importantly, even less scholarship has been devoted to the subsequent restoration of academic momentum for returning students. The purpose of this study was to conceptualize a more holistic approach in examining and understanding the academic and psychosocial experiences of students returning from academic dismissal at a community college that centered on pre-college influences, classroom teaching and learning experiences, support services and student motivational attributes. Based on a Restorative Academic Momentum Model of Success, the study sought to examine the characteristics of students returning from academic dismissal with a focus on student experiences while they were involved in a program designed to restore academic momentum. Using a sequential, partial mixed methods approach, descriptive and qualitative data were collected through a survey (N = 171) and student interviews (N = 11). The findings disconfirmed the stereotype that academically dismissed students come to college severely underprepared scholastically. Moreover, the results also confirmed the importance that faculty and active learning play in the classroom as well as the value of advisors as contextualized change agents in the academic restoration process for students having experienced a critical incident like academic dismissal. Finally, the findings provided evidence that returning students exhibit a strong growth mindset, academic resilience and are highly self-determined, factors that play a significant role in restoring their academic momentum.Item A study of African American male superintendents in Texas public schools: how did they navigate the superintendency?(2014) Cheatom, Jerry W.The purpose of this study was to examine the phenomenon of underrepresentation of African American males as superintendents in Texas. The study also explored how some African American male superintendents successfully navigate the system to gain access and continue to serve. The study contributed to the body of knowledge by revealing through the perception of the participants their lived experiences to navigate and continue in a vocation with a deficient number of African American males. The study employed a qualitative methodology with a phenomenological research design to conduct the research project. The theoretical framework employed was social justice leadership. The researcher selected 4 participants using purposive sampling from a shallow population of African American male superintendents in Texas. Data collection was through semistructured, phenomenological interviews. The participants served as the primary units of analysis to obtain perception on navigation and continuation in the superintendency for African American male superintendents. The findings revealed 3 themes: (a) ascension to the superintendency, (b) continuation in the superintendency, and (c) leadership for social justice. The key findings in the theme of ascension to the superintendency were spiritual capital and job proficiency. The key findings in the theme of continuing in the superintendency were operations problem solving, hiring the most qualified, and board relationships. The key findings in the theme of leadership for social justice were social justice leadership, student focus, and mentoring future leaders.Item A study of first -time -in -college students' college readiness: Using standards from the Texas Assessment of Knowledge and Skills and the Elementary Algebra ACCUPLACER(2009) Guerra, Gloria Marie ContrerasCollege readiness is one of seven national education priorities (U.S. Department of Education, 2000). A current pressing issue among college mathematics programs is that many students enroll in post-secondary developmental education courses. This is due to academic deficiencies, which prevent students from initially enrolling in college-level mathematics courses. Approximately 41% of first-time freshmen enroll in at least one remedial course in Texas (Perin, 2006). The purpose of this research study was to gain an understanding of the functional relationships among secondary school mathematics curriculum and the criterion-referenced scoring on the Texas Assessment of Knowledge and Skills (TAKS) and the Elementary Algebra (EA) ACCUPLACER among 830 first-time-in-college (FTIC) students' college mathematics readiness at a community college district in south central Texas. The Texas Success Initiative (Senate Bill No. 286 78(R)) and the Texas higher education readiness component (Texas Education Code Section 39.028(c)) are policy mandates that influence the rationale for this study. The general research question asked does high school mathematics curricula and performance in Texas prepare students for the study of mathematics in college. Data collection consisted of a review of high school and college transcripts. The research design constituted standard and logistic regression on five research hypotheses. This study showed how participants who met the college ready mathematics standard on the TAKS exit exam increased their mean public high school mathematics grade average by 5.101 points and were nearly four times more likely to have completed advanced levels of high school mathematics exposure (three secondary school mathematics courses versus more than three). Participants who met the college ready mathematics standard on the TAKS exit exam were also five times more likely to meet the college ready mathematics standard on the Elementary Algebra ACCUPLACER and were two times more likely to pass their FTIC term mathematics course (college level or developmental).Item A study of principal influence and organizational climate in elementary schools(2016) Escobedo, Patricia VillarrealSchools have dynamic and changing social environments which present a variety of challenges to campus leaders. Administrators have a multitude of responsibilities to school stakeholders for all facets of organizational life on the campus. School leaders can benefit from a better understanding of how greater levels of principal influence serves as a tool for leaders to effectively implement change in school systems. The general hypothesis of this study was that principal influence will be positively related to each dimension of organizational climate. This study measures the relationship between principal influence and four facets of organizational climate. Data was collected from teachers at 109 elementary schools in Texas and 3 elementary schools in Ohio using the Organizational Climate Index and the Persuasion Index. Multiple linear regression analyses were conducted in order to examine the relationships between principal influence and each component of organizational climate. The independent variables (principal influence, SES and school size) and the dependent variables (institutional vulnerability, collegial leadership, professional teacher behavior, and achievement press) were analyzed. The correlational analysis demonstrated statistically significant relationships between the independent variables of principal influence, SES, and school size, and the dependent variables of institutional vulnerability, collegial leadership, achievement press, and professional teacher behavior. Moreover, multiple linear regression demonstrated that the independent variables combined to form a model that explained a significant portion of the variance in the elements of organizational climate examined in the present study, and thus provided a more refined vision of the ways in which principal influence may impact the overall school environment.