This study assessed the actual and perceived efficacy of TAFE as implemented across public schools in Texas with Latino populations. The graduation rates of students were analyzed to assess whether there were significant differences in graduation rates between schools implementing the program and those not implementing the program across gender and ethnicity. Surveys were administered to past and present personnel associated with TAFE to ascertain their perceptions on the program. A significant main effect for Latinos was found at TAFE schools during the five year period of the study. Survey responses were isolated to differentiate between Latino responses and those of the general population. Responses varied in consistency between Latino respondents and the overall population of respondents. In general, respondents credited the program for the higher graduation rates of Latinos and their motivation to attend college which are future indicators of success. However, the respondents were undecided as to TAFE's influence to foster teaching vocations but believe it impacts teacher retention. Respondents were also undecided, and a considerable percentage of them had a negative opinion that TAFE motivated them to become or want to become educational administrators. Finally, respondents endorsed the idea of recommending TAFE to high school students and to schools/districts for implementation.
|Advisor:||Jacobson, Stephen L.|
|Commitee:||Durand, Henry J., Koyama, Jill P.|
|School:||State University of New York at Buffalo|
|Department:||Educational Leadership and Policy|
|School Location:||United States -- New York|
|Source:||DAI-A 77/01(E), Dissertation Abstracts International|
|Subjects:||Educational sociology, Educational leadership, Education Policy, School administration, Latin American Studies|
|Keywords:||FEA, Future educators association, Hispanic, Latino, TAFE, Texas association of future educators|
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