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Examined the relationship between five independent variables (gender, race, ACT Composite Score, high school GPA, and Pell Grant status) and one dichotomous dependent variable (baccalaureate degree completion) at public colleges/universities in Mississippi. Found that high school GPA was generally the strongest predictor of degree completion, although the significance of predictors varied by subgroup and type of institution. (EV)

Presents the feelings and considered opinions of noncomputer professionals in an effort to provide information to computer professionals who are concerned with defining their responsibility in the area of the effects of computer technology on human society. (Author/IRT)

Child welfare agencies have recognized the need for accountability and the value of using data for decision-making. However, there are few indicators that child welfare supervisors are using outcome data to make decisions affecting the performance of child welfare workers and/or client outcomes. Child welfare supervisors who are participating in the Mississippi QIC learning labs are using case review data summaries to compare outcomes for project evaluation purposes and to facilitate changes in supervisory practices. The supervisors' review of case review data and their discussion of the meaning of these data enable and encourage supervisors to use data driven supervisory techniques to improve outcomes. [ABSTRACT FROM AUTHOR]

The article investigates the efficacy of implementing organizational change through supervisor development in child welfare agencies in Mississippi. The researchers provided the supervisors the opportunity for on-going peer support by engaging in structured learning laboratories of their own design followed by regular mentoring sessions with university faculty. It found out that professional isolation is a major hindrance to positive morale among public child welfare supervisors in rural settings. Moreover, changes in organizational culture was observed to have a positive impact on supervisors.

Although many schools use scores on the Dental Admission Test (DAT) to evaluate applicants, the association of these scores with students' performance on Part I of the National Board Dental Examinations (NBDE) has not been recently evaluated. In this study, the hypothesis that the DAT scores would be a significant predictor of Part I of the NBDE scores was tested. We analyzed by multiple regression the scores on both examinations for the 114 students matriculating in the University of Mississippi School of Dentistry in 1992, 1993, 1994, and 1995. The results indicate that DAT reading comprehension was a statistically significant predictor (p value less than or equal to 0.05) of all four subtests of Part I of the NBDE. The DAT biology and organic chemistry scores were statistically significant predictors of NBDE biochemistry-physiology, and the DAT quantitative analysis score was a statistically significant predictor of NBDE dental anatomy and occlusion. DAT perceptual ability and general chemistry were not significant predictors.