Author's abstract: This study was conducted to identify Georgia high school principals' perceptions of student diversity. The student demographics of many Georgia school districts and schools are chnaging rapidly, while some school districts and schools have not experiencced much, if any, demographic change. As a result, it is important for principals to be aware of what other principals perceive as advantages and disadvantages, the types of policies/programs that impact principals in regard to student diversity as well as to be familiar with artifactual evidence that may represent an appreciation or awareness of student diversity. The data displayed in this study was gathered through the use of qualitative methodology. The primary instrument used for this investigation consisted of in-depth interview questions and a participant observer perspective used to gather evidence. In the actual transcripts of the respondents, the data recognized preparing students for the real world as the primary advantage of student diversity and, according to respondents, the primary disadvantage was the problem between homogeneous groups that lead to proplems between heterogenous groups. The appreciation or awareness of student diversity was documented through the use of reviewing relevant school and district documentation as well as the taking of photographs at each school. This investigation found that all participants knew and documented the federal laws in regard to equal opportunity; however, the researcher did document, by way of digital photographs, an awareness or appreciation for diversity that showed little effort was being made to address student diversity in the respondents' schools. The results of this study were viewed as being particularly important to other high school principals as well as policy makers.

Author's abstract: The study explored the perceptions of the Georgia elementary principals as high-stakes testing is utilized in the theme of accountability. The study examined 335 principals personal and professional demographics and perceptions of the implementation of high-stakes testing. The study employed a descriptive, survey approach to address the research questions. A self-designed survey questionnaire was developed to explore principals perception of high-stakes testing, and included both a qualitative and quantitative orientation. Findings indicated that the majority of the 335 Georgia elementary principals who responded to the survey were 46-55 year old females who worked in suburban areas of the state. They typically held the Education Specialist degree, have an average of two years of experience as principal, and made AYP for the 2005-06 school year. Respondents believed that they could use high-stakes testing results to improve student achievement. At the same time, the principals expressed concern that factors beyond the control of the principal influenced student achievement yet were not considered with the findings from the test results. 2 Principals supported the purpose of high-stakes testing as the improvement of student achievement and indicated that although the results were consistently used for that purpose high-stakes testing did not improve education for all students. A majority of principals indicated that high-stakes testing appropriately held them accountable for student achievement as measured by the tests, but did not evaluate their school leadership abilities.