Papers by John Slate Ph. D.
International Journal of Educational Leadership Preparation, 2008
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International Journal of Educational Leadership Preparation, 2009
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Journal of Youth Development, Dec 1, 2008
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International Journal of Educational Leadership Preparation, 2008
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International Journal of Educational Leadership Preparation, 2009
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International Journal of Educational Leadership Preparation, Oct 30, 2008
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International Journal of Educational Leadership Preparation, 2009
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Journal of Educational System
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Journal of Educational System
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International journal of modern education studies, Jun 29, 2023
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American journal of social sciences and humanities, Dec 9, 2022
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The Community College Enterprise, 2014
In this investigation, we examined the college readiness in math of Texas community college stude... more In this investigation, we examined the college readiness in math of Texas community college students using archival data from the Texas Higher Education Coordinating Board. Data analyzed were the rate of oil first-time in college (FTIC) developmental education students who scored below the Texas college readiness standards in math and the rates of FTIC developmental math students who completed a college-level math course with a grade of A, B, or C within a three-year period, at Texas community colleges for 2003 through 2008. Statistically significant differences were not present between 2003 and 2008 with respect to the variables analyzed herein. The percentage of FTIC developmental students who scored below the Texas college readiness standards in math were 40.63% in 2003 and 41.07% in 2008. For the percentage of FTIC developmental math students who completed a college-level math course with a grade of A, B, or C within a three-year period, only 5.44% met this criterion in 2003 and...
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Assistant principals are important members of a school's administration team and. often times... more Assistant principals are important members of a school's administration team and. often times, have more routine interactions with teachers, students, and parents than campus principals (Glanz 1994; Karpinski 2004). In recent years, the role of assistant principals has shifted from manager (e.g., discipline, campus safety, textbooks, duty schedules, and community activities) to leader (e.g., creating a vision, establishing goals, and empowering others) because assistant principals are considered to be instrumental in helping to establish a shared vision for the school (Bartholomew, Melendez-Delaney, Orta, and White 2005; Bonnici 2011). Principals and assistant principals work collaboratively to provide a positive school climate in which student achievement, shared decision-making, and team building are promoted (Flanary 2009; Jackson 2014; Loukas 2007; Pounder and Crow 2005). All aspects of the job responsibilities of the principal and assistant principal are determined by their...
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In this investigation, the degree to which the percentage of beginning teachers and student ethni... more In this investigation, the degree to which the percentage of beginning teachers and student ethnicity/race enrollment percentages in Texas middle schools differed between two distinction designations (i.e., Academic Achievement in Reading/English Language Arts and Academic Achievement in Mathematics) was addressed. Data for the 2012-2013 through the 2015-2016 school years were obtained from the Texas Academic Performance Reports. Statistically significant differences were yielded in the percentage of beginning teachers as a function of distinction designation. Higher percentages of beginning teachers were present in middle schools that did not meet the two distinction designations than in schools that did meet the two distinction designations. With respect to student enrollment percentages by ethnicity/race, higher percentages of Asian students and Hispanic students and lower percentages of Black students and White students were present at schools that met the two distinction design...
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In this multiyear, statewide study, the degree to which 1-year persistence rates differed by the ... more In this multiyear, statewide study, the degree to which 1-year persistence rates differed by the institutional status (i.e., stayed or transferred) of International students who were enrolled in Texas community colleges was determined. Inferential statistical procedures revealed the presence of statistically significant differences in 1-year persistence rates between International students who stayed at the same Texas community college and International students who transferred to a different Texas community college. In all cases, the 1-year persistence rates of International students who stayed were higher, 14 to 52 times higher, than the 1-year persistence rate of International students who transferred. In all 15 academic years (i.e., 1999-2000 through 2013-2014), very large effect sizes were present.
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Papers by John Slate Ph. D.