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1. Cross-Age Math Tutoring of Kindergarten and First Grade Students by Middle School Tutors

Author

Haynes, Kathi and Brendle, Janna

Abstract

To address the problem of low achieving math students, a cross-age math tutoring intervention paired middle school tutors with kindergarten and first grade students with low math skills. This instrumental group case study explored the effects of the intervention on the math skills of the students through teacher interviews and the testing program of "Aimsweb Plus" (Pearson, 2017) before and after the tutoring intervention. Most of the teachers of the tutees reported measurable math gains possibly from the tutoring and most of the teachers observed improved attitude towards math work for the young tutees. Most teachers of the tutors did not report any measurable math gain from tutoring young students. All the teachers of the tutors recommended the cross-age tutoring experience as the middle school students seemed to show increased leadership skills, confidence, or found helping others a positive experience.

Published
2019

2. Agricultural Mechanics Lab Safety Practices in South Texas

Author

Chumbley, Steven Boot, Hainline, Mark S., and Haynes, J. Chris

Abstract

A pressing concern in all agricultural mechanics courses is safety. Lab activities have an inherent propensity to cause serious injury. The safety practices which are taught by teachers are largely dependent on the equipment in the laboratory and the resources available to the program. Various researchers have indicated that problems have existed in the safety instruction of agricultural mechanics for some time. This study sought to determine how safety is taught, what equipment instructors use and attitudes towards teaching safety of agricultural mechanics teachers. The majority of instructors were certified in first aid and felt confident to use that training in the event of an emergency. The average teacher was found to teach high enrollment labs and furnished at no cost to the student eye protection in the form of safety glasses with side shields. It was found that teachers agreed that safety instruction in the lab was important, especially involving power tools, electricity, and industrial quality eye protection. Agricultural programs should be evaluated regularly for inadequate conditions that may exist in facilities, equipment, and safety. Additional research is needed targeting what barriers potentially exist with teachers using recommended safety practices in the instruction of agricultural mechanics.

Published
2018

3. State of Texas Children 2017: Child Well-Being in the Rio Grande Valley

Author

Center for Public Policy Priorities (CPPP), Tingle, Kristie, Haynes, Madeline, and Li, DongMei

Abstract

Located on the U.S.-Mexico border, the Rio Grande Valley is a place of rich culture and possibilities. However, on many indicators of children's health, education and financial security, the Valley is not doing as well as Texas overall, revealing a pattern of disinvestment in children's futures. In order to "raise the bar" in child well-being for all Rio Grande Valley area kids, Rio Grande Valley has to "close the gaps" in outcomes between children. Doing this means intentionally breaking down obstacles and creating equitable opportunities for good health, an excellent education, and economic security for every child. This is the only way to ensure the Rio Grande Valley's economic future is strong for both businesses and families. This Rio Grande Valley report is part of a larger series of reports in the Texas Kids Count project that focuses on equity in child well-being across Texas and in several of its major metro areas. [Texas Kids Count is a project of the Center for Public Policy Priorities. For the 2016 report, see ED582932.]

Published
2017

4. Reaching for Rigor: Identifying Practices of Effective High Schools. Research Report

Author

National Center on Scaling Up Effective Schools (NCSU), Cannata, Marisa, Haynes, Katherine Taylor, and Smith, Thomas M.

Abstract

What distinguishes high schools that "beat the odds" for students from traditionally lower-performing groups from schools that struggle to improve the achievement and graduation rates of these student populations? What types of programs, practices, and processes support better than expected outcomes for students at risk of failure? How can districts identify, adapt, and scale up these practices to their less effective high schools? These are the questions that the National Center on Scaling Up Effective Schools (NCSU) is addressing. NCSU--a collaborative partnership between research universities, developers, and two large urban districts--is a five-year project funded by the Institute of Education Sciences in the U.S. Department of Education. NCSU focuses on identifying the combination of essential components and the programs, practices, processes, and policies that explain why some high schools in large urban districts are particularly effective at serving low-income students, minority students, and English language learners. NCSU then works collaboratively with the districts to develop processes to share and implement these practices in less effective high schools. This report presents findings from the first phase of this work--the identification of practices that distinguish higher and lower value-added high schools in one of NCSU's partner districts, the Fort Worth Independent School District (FWISD). The findings from this report will be used to define a "design challenge" that will guide a collaborative design process that will develop an innovation to be implemented in the district. Through analyses, the practice of increasing student ownership and responsibility for their academic success emerged as a distinguishing feature of schools with higher value-added student achievement over those with lower value-added achievement. The following are appended: (1) Data and Methods; (2) Quality of Classroom Instruction Report; (3) Fort Worth Student Shadowing Report; (4) Student Survey Data; (5) Teacher Survey Data; and (6) District Perspectives on High School Effectiveness. [For the technical report, "Measuring School Effectiveness: Technical Report on the 2011 Value-Added Model. Technical Report," see ED561265.]

Published
2013

5. The Impact of Financial Aid on Postsecondary Persistence: A Review of the Literature

Author

Haynes, R. Michael

Abstract

This article identifies the conundrum that exists between removing financial access barriers to college and the student recipients' inability to sustain reenrollment. After reviewing the findings of 7 research studies related to the impact of financial aid on persistence, the article concludes with a discussion of possible intervention strategies to employ in conjunction with financial aid packages.

Published
2008

6. Texas Almanac Teacher's Guide, 2002-2003.

Author

Dallas Morning News, Inc., TX., Barringer, Betty, Ferguson, Sharon, Haynes, Beverly, Jacobs, Margaret, Jameson, Eugenia E., Massey, Linda, Moran, Rebecca, and Wilson, Ann

Abstract

This interdisciplinary guide utilizes the subject matter in the 2002-2003 "Texas Almanac" to help classroom educators teach students in grades three to eight about the social, economic, cultural, and historical background of Texas. The guide has questions, puzzles, and activities that teachers can use to inform their students about the Lone Star State. The 46 lessons explore the rich heritage and lore of Texas by examining such themes as state symbols, the constitution of Texas, Texas history from prehistory to annexation, wildlife, population, elections, economy, newspapers, education, culture, and the arts. Appended are a: "Texas Outline Map"; "Texas Geology Map"; "Texas County Map"; "Texas Rivers Map"; "Line/Bar Graph Grid"; and "Miniature Book." (Contains an answer sheet.) (BT)

Published
2001

7. Helping ELLs Meet the Common Core State Standards for Literacy in Science: The Impact of an Instructional Intervention Focused on Academic Language

Author

August, Diane, Branum-Martin, Lee, Cárdenas-Hagan, Elsa, Francis, David J., Powell, Jennifer, Moore, Sarah, and Haynes, Erin F.

Abstract

The goal of this study was to assess the effectiveness of an intervention--Quality English and Science Teaching 2--designed to help English language learners (ELLs) and their English proficient classmates develop academic language in science, as required by the Common Core State Standards. The intervention consisted of supplementary instructional materials and professional development. Participants included 1,309 students, of whom 353 were ELLs. Sixty sections taught by 15 teachers in seven middle schools were randomized within teacher to the intervention or the control condition. Treatment effects were tested separately for academic language and science knowledge. For the whole group, results indicated posttest differences favoring the treatment group sections were statistically significant for academic language and science. For ELLs however, posttest differences favored the treatment group for academic language only. Follow-up analyses investigating implementation found that treatment fidelity was related to gains in both academic language and science knowledge for the group as a whole and for ELLs. Effect sizes suggest the intervention was promising in promoting the academic language in science of both ELLs and their English proficient classmates.

Published
2014
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8. Multi-Tiered Systems of Supports: An Investigative Study of Their Impact on Third Grade Reading Test Scores in an Urban District

Author

Haynes, Heather A.

Abstract

This study analyzed the impact of implementing response to intervention (RTI), a three-tiered system of intervention of increasing intensity, in this case for reading, schoolwide in 32 elementary schools. When a three-tiered framework is applied schoolwide, with all students and addressing academic and/or behavioral curricular instruction, it is often termed a "multi-tiered system of supports" (MTSS). Analyzing 3rd grade reading school mean scale scores on the Texas Assessment of Knowledge and Skills (TAKS) over a six-year period, this study examined performance on TAKS before and after implementation of MTSS/RTI and in comparison to a set of 30 demographically and geographically similar schools where MTSS/RTI was not being implemented during the same time period. Specifically, this comparative, interrupted time-series design tested for effects in school outcomes overall and for students receiving special education. Analyses suggest early positive effects of implementation on overall third grade reading scale scores. However, results for students who have exceptionalities are disconcerting. Results also suggest a need for replication studies to further analyze effects on outcomes following implementation for other subgroups, such as English Language Learners (ELLs), and a need to analyze data using multi-level modeling to further examine student improvement within these and other schools implementing MTSS/RTI. The findings from the current study are important for implementers and researchers associated with large, urban school systems implementing MTSS/RTI. This study expands the evidence base on MTSS implementation and provides school leaders, researchers, and policymakers with empirical evidence to consider regarding implementation effects of MTSS/RTI. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2012

9. Novice Teachers' Perceptions of Their Mentoring Experiences

Author

Haynes, Larry

Abstract

The purpose of this study was to examine the perceptions that novice elementary school teachers in Texas had regarding their mentoring experiences. Additionally, the researcher sought to determine if age, ethnicity, or type of teacher preparation program impacted the novice teachers' perceptions regarding the supports they received from their mentors and campus administrators. Survey methodology was used to gather data from 102 novice teachers in Texas. For the purpose of this study, a novice teacher was defined as one who had two years of teaching experience or less. Based on the data, the researcher concluded that the variables of gender, ethnicity, type of teacher preparation program completed, and age had minimal impact on the perceptions held by novice teachers regarding their mentoring experiences. However, the researcher noted there was a very strong, direct relationship between overall effectiveness and overall satisfaction ratings. Respondents who reported higher levels of overall effectiveness had a very strong tendency to also report higher levels of overall satisfaction. Respondents who reported higher levels of satisfaction and effectiveness tended to rate their mentor teachers and campus administrators higher. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2011

10. A Predictive Model of Hispanic Participation in Texas Higher Education: Inferences Drawn from Institutional Data in Prevalent Hispanic States

Author

Haynes, Robert Michael

Abstract

In Texas, Hispanic populations (people of Mexican, Puerto Rican, Cuban, Central or South American or other Spanish culture or origin, regardless of race) have increased from 6.7 million in 2000 to 7.4 million in 2005, or by approximately 10.5%. This growth trend is expected to continue with estimates that Hispanics will represent approximately 37% of the state's population by 2015. The problem this research addressed is that participation in higher education by Texas Hispanics is not keeping pace with the growth in the Texas Hispanic population. If allowed to continue, the state could be in danger of realizing devastating economic and societal consequences. The present study utilized regression analysis to determine how well four institutional characteristics explained the variance in Hispanic enrollment and graduation percentages of students attending public 4-year institutions in states with prevalent Hispanic populations. Findings indicate that while local Hispanic population is a strong, positive predictor of Hispanic enrollments, it has a negative impact on Hispanic graduation rates. The independent variables of average cost of attendance and average financial aid package are the strongest predictors of Hispanic graduation percentages. Implications for the state of Texas include stress on public 4-year institutions in coping with Hispanic population increases, possible enrollment overflows at the community college level, and need for additional allocations to state and institutional financial aid programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2009

11. The Principal's Role in Implementation of Effective Teaching Strategies/Curriculum on the Reading Achievement of African American Middle School Students

Author

Booker, Kimberley Haynes

Abstract

The challenges for secondary schools and principals in the United States include changing demographics, schools and curricula that are inappropriately designed for today's adolescents, principals trained to be managers rather than instructional leaders, and a dramatic shortage of qualified candidates willing to take on the principalship. The challenge of our collective genius is to unveil the treasures within all students in every school. The purpose of this study is twofold: First, this study examines the role of the principal in the implementation of a successful curriculum on the enhancement of the reading achievement of African American middle school students. Secondly, this study investigates the role of the principal in the implementation of effective teaching strategies on the enhancement of reading achievement of African American middle school students. An Ex Post Facto Design and a Survey Design were employed in the study. The Ex Post Facto Design was used to examine the role of the principal (passive, aggressive, passive-aggressive) on the reading test scores and implementation of effective strategies. Furthermore, the Survey Design assessed the attitudes, perceptions, opinions, and behavior of teachers regarding the role of their principal in implementing effective strategies. The sample population consisted of 300 middle school students and 127 middle school teachers from one school district in the southern region of Texas. The data were tested using the One-Way Analysis of Variance and the Scheffe Multiple Comparison Test. There were eleven hypotheses formulated and tested in this study. Of the eleven hypotheses, three were found to be significant. Based on the examination of hypotheses, it was concluded that the total reading scores of middle school students on a standardized test were affected by the role of principal; the implementation of using instructional programs for the struggling learner is an effective strategy in teaching reading to African American middle school students; and the more aggressive principal will implement and promote a vision/philosophy of reading as an effective strategy for teaching reading to African American middle school students. In order to extend the findings of this study, the researcher recommends a follow-up study be conducted using school districts in suburban and rural areas. Such a study would provide additional data on the role of principal on the overall effective school reform movement in America. Additionally, a study should be conducted to ascertain the influence of selected background variables of principals on their implementation of strategies that they perceived as effective teaching methods in improving the academic performance of African American middle school students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2009

12. From Battleground to Common Ground

Author

Haynes, Charles C.

Abstract

From northern California to southern Florida, there are just too many superintendents who are reluctant to touch religion with the proverbial 10-foot pole. Following the let-sleeping-dogs-lie approach to administration, they start to think about First Amendment solutions only after a fight breaks out. By then it is often too late to avert a bitter legal battle that divides the community and erodes support for public education. Even school districts with "religion policies" buried somewhere on the shelf still get into trouble because nobody remembers what the policies say. In this article, the author discusses several strategies school leaders can employ to be proactive when they are likely to get caught in the crossfire of debates involving deep religious and ideological differences. The author also describes what the school districts in Richardson, Texas and in Mustang, Oklahoma did in order to develop guidelines for their religious practices.

Published
2006

13. The Texas Library Connection: Usage by and Concerns of School Librarians.

Author

Haynes, Elizabeth

Abstract

The Texas Library Connection (TLC) is a state-funded project that began in 1995. TLC is intended to provide a statewide electronic network for school libraries that provides a union database of school library holdings, access to commercial full-text databases, access to MARC cataloging records, and access to interlibrary loan functions. This paper studies TLC in terms of whether and how it has been used in school libraries of various sizes. In the spring of 1998, a questionnaire was distributed to a randomly selected sample drawn from TLC member campuses that joined during 1995-96 and 1996-97. The Stages of Concern Questionnaire was used as a part of data gathering. The study examines whether certain factors impacted the use of the TLC and looks at possible relationships between selected factors and the stages of concern of librarians who are TLC members. Findings are discussed in terms of the six research problems studied: (1) relationship between size of district, frequency of usage of TLC and type of usage of TLC; (2) relationship between TLC training and Stages of Concern (SoC) scores; (3) relationship between the type of usage of TLC and SoC scores; (4) relationship between the presence of district library leadership and SoC scores; (5) relationship between the type of Internet connection and frequency of usage of TLC; and (6) relationship between the presence of centralized processing in the district and type of usage of TLC. In a final section of additional findings, the paper concludes that TLC is making process toward its goals of providing equity of access and a variety of resources and services to students and library media centers in Texas. Includes seven charts and graphs. (AEF)

Published
2000

14. Colonias in the Lower Rio Grande Valley of South Texas: A Summary Report. Lyndon B. Johnson School of Public Affairs, Policy Research Report, Number 18.

Author

Texas Univ., Austin. Lyndon B. Johnson School of Public Affairs. and Haynes, Kingsley E.

Abstract

The Lower Rio Grande Valley of South Texas consists of three counties: Cameron, Hidalgo, and Willacy. Poverty pervades in the Valley, especially in the colonias ("a poor, rural unincorporated community with 20 or more dwelling units, where home ownership is the rule"). Colonia residents are almost exclusively Mexican Americans. Contributing to the problems of colonia residents is the physical and legal isolation of the colonias. The colonias are physically isolated from urban areas where the residents might obtain health care, education, low-cost food, and other necessities. Since the colonias are not part of towns and cities, they cannot benefit from those governmental units' taxes, nor from the Federal and state programs administered by towns and cities. Colonias are also faced with water-related problems, i.e., access to clean drinking water and sanitary sewage disposal. A 1975-76 Policy Research Project examined the water-related problems of the colonias. This report gives a brief overview of the demographic and economic characteristics of the Valley, presents an overview of the Valley's water resources, examines the current water supply and sewage disposal systems of the colonias, considers the cost estimates for provision of water and sewage systems of the colonias, explores the institutional alternatives for water and sewage treatment, and examines the current situation of land-use management in Texas and in the Valley. Appended is a discussion of the colonias as rural housing. (NQ)

Published
1977

15. The Principal and Educational Change.

Author

Haynes, Kathy and Blomstedt, Robert

Abstract

This paper reports on a: (1) review of recent literature on the principal's role in the implementation of educational reform, and (2) study of teacher perceptions of the role of the principal in the implementation of recent Texas reform legislation. Research on societal and organizational change shows that the inevitability of change should be a part of the school administrator's decision-making process. The multiple responsibilities of change management can be stress-producing, but effective educational administrators have developed leadership skills, personalities, and expertise to cope with the demands of their jobs. Results of a questionnaire distributed to and returned by approximately 60 teachers in 16 small South Texas school districts support the theory that the role of the principal as change agent for educational reform is of singular importance if reform is to be implemented in a smooth and efficient manner. The questionnaire, which is included in the document, gathered specific data regarding four significant variables involved in the principal's role as change agent: (1) promotion of positive attitudes for high teacher morale, (2) effective communication, (3) strong and effective leadership, and (4) efficient and impartial evaluation. A fifth category collected open-ended comments on teachers' perceptions of what the principal's role should actually be. Two pages of references are appended. (IW)

Published
1986

16. LETTERS.

Author

Haynes, Jonathon, Hansen, Ann, and Robcat

Subjects
PRISONS, PRISONERS, ANARCHISTS, DIGITAL technology
Published
2019

17. Catching the Light in, San Antonio.

Author

Haynes, Michaele

Subjects
DRESSMAKING, ANNIVERSARIES, EVENING gown design, REFLECTIVE materials
Abstract

The article looks at the dresses made for the annual Fiesta celebration in San Antonio, Texas commemorating the 1836 Battle of San Jacinto. Particular focus is given to the use of light-reflecting materials, including Swarovski crystals and rhinestones, in the custom-made gowns. Details on the history of the celebration and on the process of designing and constructing the dresses are also presented.

Published
2013

18. Grooming the industry for worldclass success.

Author

Haynes, Bob

Subjects
TEXAS, ARLINGTON (Tex.), UNITED States, UNIVERSITY of Texas at Arlington. Automation & Robotics Research Institute
Abstract

Reports that the University of Texas at Arlington's Automation & Robotics Research Institute is focused on bridging the gap between academia and industry. Institute's growth; Record revenues.

Published
1995

19. Euless set to swing on golf course plan.

Author

Haynes, Bob

Subjects
ZONING law, REAL estate development
Abstract

Reports that the city of Euless has applied for zoning charges from the city of Fort Worth to allow for the development of a public golf course and athletic center. Euless's construction plans; Final designed approved; Sales increase for the Homart Development Company; Top selling items for the month of December, 1994.

Published
1995

20. Great Southwest Golf Club raises dues, caps member rolls.

Author

Haynes, Bob

Subjects
GOLF courses, DUES, TAXATION
Abstract

Reports that the Great Southwest Golf Club will increase membership fees. Reasons for increase; Club's goal; Statement from Kelly Grose, marketing director for Golf Enterprises Incorporated; Who designed the course.

Published
1995

21. Home cooked and delivered.

Author

Haynes, Bob

Subjects
RESTAURANTS
Abstract

Reports on the opening of Quick Cuisine in Arlington, Texas. Concept of restaurant; What menu included; Comments from restaurant veteran Bruce Natale; R&R opened facility; Location of facility.

Published
1995

22. BCI plans $1.5 million Mansfield facility.

Author

Haynes, Bob

Subjects
BUSINESS relocation
Abstract

Reports that Basic Components Incorporated (BCI) is moving from Fort Worth to Mansfield to construct a distribution facility that will employ 50 people. Reasons given by Russ Chappell, BCI president for the move; Impact of BCI move.

Published
1995

23. Stompin' grapes.

Author

Haynes, Bob

Subjects
WINERIES
Abstract

Reports on the groundbreaking ceremony of the Delaney Winery. Statement from Texas Wine Marketing Research.

Published
1995

24. Sun room: Indoor porch brings the best outdoor living in.

Author

Haynes, Meghan

Subjects
PORCHES, ARCHITECTURAL design
Abstract

Features the porch remodelled by Houston Structural Inc. in Texas. Area of the porch; Description on the architectural design of the building; Total costs of the project.

Published
2003

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