McCleary, Edward J.

The purpose of this study was to perform a graduate
survey of technology students utilizing a design model so
as to produce an employability index (E.I.) that would
indicate relationships existing between the graduates' prior
experiences and current employability. It was intended to
explore relationships between variates that exist in the
graduates' educational experiences and the ultimate achievements
of the graduate in terms of employment status and job
responsibility. This research indicates the particular
traits and factors that produce the greatest correlation
with employment success. It also indicates apparent deficiencies
that may exist in the graduates' overall educational
experiences. It was felt that there was a need for a study design
that would employ a statistical methodology in comparing
individual employability data to performance data derived
from official records. In this manner the more salient
elements of the graduate's academic and prior experience
profiles were compared to post-baccalaureate performance.

The purpose of this study was to determine how Florida educators
and school board members perceive the effect of school integration on
the academic gains and social acceptance of Negro children. Procedure: The design for this study provided for two independent variables
and ten dependent variables for each scale of a composite questionnaire:
a ten item academic gains scale (AGS) and a ten item social acceptance
scale (SAS). One independent variable was district grouping (DG); this
variable was based on a weighted index that classified Florida's school
districts into five groups with similar demographic features. The
other independent variable was job classification (JC); this variable
consisted of elementary and secondary teachers, elementary and secondary
principals, superintendents, and school board members. The dependent variables, in each case, were the ten item scores
for that scale. A multivariate test of significance (p < .05), employing
the Wilks' lambda criterion, was used for testing the hypotheses
for each set of scales. In addition, univariate F tests were used to
determine if individual items within a scale exceeded chance expectation
at the .05 level. Conclusions: 1. Based on the statewide survey--
a. On the academic gains scale (AGS):
(1) Perceptions cf the academic gains of Negro students
do not differ significantly as a result of interaction
between JC's and DG's .
(2) Perceptions of the academic gains of Negro students
do not differ significantly as a result of JC.
(3) Perceptions of the academic gains of Negro students
do differ significantly as a result of DG.
b. On the social acceptance scale (SAS) :
(1) Perceptions of the social acceptance of Negro students
do not differ significantly as a result of interaction
between JC and DG.
(2) Perceptions of the social acceptance of Negro students
do not differ significantly as a result of JC.
(3) Perceptions of the social acceptance of Negro students
do not differ significantly as a result of DG.
2. Based on the correlation study--
There are significant correlations for each JC with measures
of social acceptance and academic gains.

The purpose of this study was to determine if there was a significant
relationship between the rate (cost and incidence) of vandalism
and nine characteristics of the average public school. The characteristics
selected were:
1. Stability of instructional staff
2. Racial balance in the school
3. Number of students transported to the school
4. Academic achievement of students in the school
5. Income of students' parents
6. Job status of students' parents
7. Geographic location of the school
8. Community school or not a community school
9. Student withdrawal from school. These factors were stated in a null hypothsis form. All variables were
tested separately against cost of vandalism and incidence of vandalism.
In all analyses involving a correlation coefficient as a test of the hypothesis, the Spearman Rank Order Correlation Coefficient was used
since either one or both variables were ordinal in nature. In all
analyses involving the t test (where two groups were tested), a program
for the t test based on estimates of the separate group variances and
an adjusted degrees of freedom was used since the within group variances
tended to be heterogeneous.
Ten school districts in the State of Florida were purposively
selected for the study giving a total of 375 schools. The districts
were selected to provide a diversity in geographic location, population
size, average family income, percent urban, median education, and number
of white collar workers. The geometric growth of the cost of vandalism is shown in this
study and some of the measures being used to combat vandalism. An
examination of the results shows that the factors wherein the school
system might have some control include the following: teacher replacement,
school academic scores, withdrawal of students, and community
schools. In these instances no significant relationship to the rate of
vandalism was apparent. The variables that did show a statistically
significant relationship are: high percent of minority students,
inner-city schools, a low percent of transported students, and schools
where 30 percent or more of the parents had an income of less than
$3,000. These factors are social conditions over which the schools
have no direct control.

The purpose of this study was to examine the
relationship between the leadership style of a teacher
(based on the teacher's attitudes of students as measured
by the Supervisory Attitudes Scale), and the amount of
self-esteem of the students (based on the school environment
as measured by the Semantic Differential Scale). The
study attempted to answer the question, "Does the leadership
style of a teacher affect the measure of self-esteem
in the students?" The sample for this study consisted of two hundred
grade six teachers and their six thousand students located
in six districts of the Toronto Board of Education, Toronto,
Ontario, Canada. The Teachers' attitude Scale was administered to the two hundred grade six teachers to determine
by district the fifteen per cent most authoritarian and the
fifteen per cent most non-authoritarian teachers .
It was concluded that teachers' leadership attitudes
did have a significant effect on students' self-esteem,
and that students of teachers with Theory X attitudes had
a significantly lower measure of self-esteem than students
of teachers with Theory Y attitudes.