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This study was conducted to determine the themes present in the context of high schools, to determine any significant differences in themes for high and low performing high schools, and to determine if significant differences were present for the same sample of high schools based on school size. An analysis of the content of mission statements identified 31 dominant themes: Students, Providing, All, Community, Learning, Academics, Developing, Responsible, Education, Environment, Preparing, Productive, Success, Lifelong Learning, Individual, Citizen, Excellence, Skills, Society, Committed, Promotes, Achievement, Diversity, Knowledge, Nature, Challenge, Future, Partnership, Quality, Potential, and Safe. Significant differences were found between the group of high and low performing high schools for the themes of Academics, Excellence, Challenge, Learning, Nurture, and Lifelong Learning (p ? .05). Analysis of mission statements grouped by size yielded a significant difference for the theme of Knowledge for large size high schools as compared to small and medium size high schools.

The study was conducted to add to the knowledge base and further the understanding of Emotional Intelligence and leadership theory. Freshmen business students enrolled in BUAD 1201: Principles of Business Administration and graduating senior business students enrolled in MGMT 4325: Decision Making and Business Policy class provided the data for the descriptive study of student profiles. Some interesting and relevant findings were found in developing both the first-year freshmen profiles and graduating senior student profiles. When examining the range in which first-year freshmen students and graduating seniors fell, the results indicated that both groups of students fell within the same range for all areas of the Personal Excellence Map (PEM), which were develop, strengthen, and enhance categories of personal excellence and leadership. The data provided a general benchmark of Emotional Intelligence skills as described by the PEM. With the exception of Positive Influence area of skill, the PEM skill areas in the five dimensions were in strengthen and enhance categories of development for first-year freshmen and graduating senior students. This study developed benchmarks of development and a rationale for initiating development of Personal Excellence skills for university students in business.

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The primary focus of the study was to explore the effect of School Within a School reform on two components in the Adequate Yearly Progress Report by which Texas schools are measured - dropout rates and scores on the Texas Assessment of Knowledge and Skills test. The demographics of the particular study sample included 11th grade students considered economically disadvantaged, English language learners, and regular, as well as special education students, attending an urban Texas high school. Data were acquired from the Texas Education Agency and hypotheses were tested with a non-parametric test of statistical significance, chi-square. Results indicated that the reform made a positive impact on dropout rates and on math and English Language Arts scores.