In this study, the degree to which differences were present in the reading performance of Grade 4 Texas students as a function of their economic status (i.e., Not Poor, Moderately Poor, and Very Poor) was analyzed.  Data obtained from the Texas Education Agency Public Education Information Management System for all Grade 4 students in Texas who took the State of Texas Assessment of Academic Readiness Reading exam, were analyzed for the 2012-2013, 2013-2014, and 2014-2015 school years. In all three years examined, statistically significant differences were established in not only overall reading performance, but also in all three Reading Reporting categories. A clear stair-step effect was present. The higher the degree of poverty, the lower student STAAR Reading test scores were. Finally, the higher the degree of poverty, the lower the percentages of students who met the passing standard on the STAAR Reading exam. Future research and implications for policy and practice are suggested.

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Wudena (MN) School DistrictThe relationship between teacher pupil control ideology and pupils' projected feelings toward teachers was examined. The Pupil Control Ideology Form, based on a custodial-humanistic continuum, served as the operational definition for teacher views toward pupil control. Lemeshnik's Draw-A-Teacher technique, a projective device based on a negative-positive continuum, served as the operational definition of pupils' projected feelings toward teachers. A sample of 131 teachers and their students responded to these instruments, respectively. Pearson product-moment correlations indicated that custodialism in teacher pupil control ideology was directly related to pupils' negative feelings toward teachers. Multiple regression analysis indicated that pupil control ideology, followed by teacher sex and grade level, predicted pupils' feelings toward teachers. Further analysis revealed that boys projected more negative feelings toward teachers than did girls.Previous work has indicated that pupil control is a salient feature in school life of both teachers, who administer discipline, and students, who are the recipients of discipline (Willower, 1975(Willower, , 1977. These investigations have dealt with the pupil control ideology (PCI) of teachers and other educators. Operational definitions for pupil control ideology have been devised that measure PCI on a humanistic-custodial continuum (Willower, Eidell, & Hoy, 1973).The present inquiry examined the relationship between teacher control ideology and pupils' projected feelings toward teachers. Stated in the form of a hypothesis to be tested, the proposition was: There will be a direct relationship between custodialism in teacher pupil control ideology and pupils' projections of rejection and hostility onto teachers.The rationale for the hypothesis was simple and straightforward. Important normative features of the teacher subculture of a school are devoted to the maintenance of status differences between teachers and pupils. The custodial teacher characterized by dominance and subordination of students is a social structure found in many public schools. Given the salience of pupil control in schools, it seemed likely that teacher custodialism would have an impact on students' projections of negativeness onto teachers. METHOD SampleThe sample used for this study was composed of 131 classes made up of fourththrough sixth-grade students and their teachers. All classes were selected by school personnel as falling within the average range of academic functioning. The 32 male and 99 female teachers included in the sample were from 12 schools in three school districts in one Midwestern state. The three school districts were located in rural-small town areas. ProcedureData were collected in two ways. The PCI Form and biographical information sheet were administered by a researcher to I3 1 teachers during regularly scheduled faculty meetings. Next, each of the children in each of the classrooms of the 131 teachers who Requests for reprints should be sent to...

The purpose of this article was to determine the degree to which differences were present in drilled school safety plans by school level and urbanicity for the 2015-2016 and 2017-2018 school years. Data from a national survey were analyzed. As such, a causal-comparative or ex post facto research design was present. Inferential statistical analyses of nationwide survey data revealed the presence of statistically significant differences in the incidence of drilled school safety plans. Elementary schools were fourth less likely to perform shelter-in-place drills than were high schools. More than three times as many schools located within a suburb performed lockdown drills at a more significant rate than schools in rural settings. Given the recent school violence tragedies, implications for all schools having written plans and, more importantly, having drilled their students and teachers in those plans are present. Recommendations for future research studies were discussed.

In this multiyear, statewide investigation, the degree to which changes had occurred in the numbers and percentages of doctoral degrees awarded to White, Hispanic, and Black students in Texas public postsecondary institutions from the 1999-2000 academic year through the 2018-2019 academic year was examined. The highest numbers of doctoral degrees were awarded to White students, followed by Hispanic students and Black students, respectively. Statistically significant differences were present for the percentages of doctoral degrees awarded to Hispanic and to Black students between the 1999-2000 academic year and the 2018-2019 academic year. The percentage of doctoral degrees awarded to White students decreased by nearly 21%, whereas the percentage of master’s degrees awarded to Hispanic students and to Black students increased by 11.07% and 9.39%, respectively. As such, the ethnic/racial diversity of doctoral degree recipients increased over the academic years of data analyzed herein.