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Title: A status study of nonpublic high schools' voluntary compliance with Florida RAISE requirements and other selected quality variables.
Creator: Mims, Nancy Griffin., Florida Atlantic University
Abstract/Description: The purpose of this study was to determine the levels of voluntary compliance with Florida's Raise Achievement in Secondary Education (RAISE) requirements and other quality variables by nonpublic high schools in five geographical regions. A population of 137 nonpublic schools with 40 or more students were divided into three school categories: Catholic, religious affiliated (non-Catholic), and non-religious. The data were organized into 24 selected items taken from a questionnaire to determine...
Show moreThe purpose of this study was to determine the levels of voluntary compliance with Florida's Raise Achievement in Secondary Education (RAISE) requirements and other quality variables by nonpublic high schools in five geographical regions. A population of 137 nonpublic schools with 40 or more students were divided into three school categories: Catholic, religious affiliated (non-Catholic), and non-religious. The data were organized into 24 selected items taken from a questionnaire to determine the status of teacher certification, school accreditation, courses and credits required for graduation, length of class periods, enrollment, and availability of science laboratories. The data obtained determined the level of voluntary compliance with Florida's RAISE requirements and other quality variables, the eligibility of nonpublic schools graduating seniors seeking admission to Florida public universities and the Florida Academic Scholar Program. Items of concern were cross tabulated for frequencies and percentages in the three school categories and within each of the five geographical regions. It was concluded that there was a 76.5% compliance with RAISE requirements by nonpublic high schools. Eighty-eight percent of the Catholic schools, 71% of the religious affiliated schools, and 75% of nonreligious schools complied with RAISE requirements. Therefore, graduating seniors would have the courses in the curriculum required for entrance to Florida public universities. The nonpublic high schools (75.3%), however, fell short of meeting the requirements for the Florida Academic Scholar Program. This deficiency was due to a lack of advanced courses or not enough extra credits offered to students. The data also showed that 53% of the nonpublic school teachers hold Florida professional certificates and that schools accredited by major accrediting agencies were more often in full compliance with RAISE requirements. A lack of response by nonreligious schools indicated that they had no interest in the study or were not willing to share information and, therefore, the findings were not conclusive. The study did, however, indicate that the RAISE requirements have had an impact on nonpublic high schools who have begun to implement more fine arts and life skills into their curriculum and add additional class periods.
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Date Issued: 1988
PURL: http://purl.flvc.org/fcla/dt/11927
Subject Headings: Raise Achievement in Secondary Education--Florida, Academic achievement--United States, Education, Secondary--Florida
Format: Document (PDF)

Title: An Examination of the Relationship Between Acculturation and Fifth Grade Hispanic Student Reading Achievement.
Creator: Pressman, Diane S., Rhone, Angela, Florida Atlantic University
Abstract/Description: In the United States there is an increasing population ofHispanic people. With this increase comes an increase of Hispanic students in the schools. In 2004, 39.8% of all dropouts in the United States were Hispanic students. Increasing population and a high dropout rate could be problematic for Hispanic people, American schools, and ultimately society. The first part of the research examined relationships between acculturation and Hispanic student reading achievement. A Spearman's Rho...
Show moreIn the United States there is an increasing population ofHispanic people. With this increase comes an increase of Hispanic students in the schools. In 2004, 39.8% of all dropouts in the United States were Hispanic students. Increasing population and a high dropout rate could be problematic for Hispanic people, American schools, and ultimately society. The first part of the research examined relationships between acculturation and Hispanic student reading achievement. A Spearman's Rho correlation was performed using the Short Acculturation Scale for Hispanic Youth scores and Florida Comprehensive Achievement Test reading scores. In the second part, the research used a multiple regression model to predict acculturation and reading success in fifth grade Hispanic students. The dependent variable was the acculturation score obtained through the Short Acculturation Scale for Hispanic Youth. The independent variables used for this were gender, age, free and reduced lunch status, country of origin, ESOL classification level, and previous retentions. Results from the study revealed that there is a significant correlation between acculturation and Hispanic student reading achievement in the fifth grade. The multiple regression model using the above independent variables identified three significant variables, ESOL classification, lunch status, and gender, to predict acculturation greater than chance.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000688
Subject Headings: Children of immigrants--Education--United States, Acculturation--United States, Hispanic American children--Education--United States, Academic achievement--United States
Format: Document (PDF)

Title: The Impact of Voluntary Remediation on Gateway Course Success and Minority and Low-Income Students in Florida Colleges.
Creator: Pain, Karen D., Floyd, Deborah L., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The primary purpose of the study was to explore the potential impact of voluntary remediation on success in ENC1101 and MAT1033 (gateway courses) and on minority or low-income students in Florida. The study was prompted in 2013 when the Florida Senate exempted most students entering the Florida College System from placement testing or developmental education regardless of their skill level. A quantitative design compared the gateway course success of 10,703 exempt students in 2014 and 2015 to...
Show moreThe primary purpose of the study was to explore the potential impact of voluntary remediation on success in ENC1101 and MAT1033 (gateway courses) and on minority or low-income students in Florida. The study was prompted in 2013 when the Florida Senate exempted most students entering the Florida College System from placement testing or developmental education regardless of their skill level. A quantitative design compared the gateway course success of 10,703 exempt students in 2014 and 2015 to the success of 8,644 students who would have been exempt had the law been in effect when they completed their gateway courses in 2012 and 2013. Data were collected from three FCS institutions. Using Astin and Astin's 1992 Input-Environment-Outcome model (Astin & Astin, 1992), independent variables included demographics, such as race and Pell grant eligibility, and prior academic performance, as well as enrollment status and remedial course decisions and perf ormance. The study found the policy to have a statistically significant (α = .05) negative effect on student success in the gateway courses. The voluntary remediation policy that was in part enacted to improve college completion rates threatens to have the opposite effect. The results show that fewer proportions of students were successful (grade of C or higher) in both courses once remediation became voluntary (12.8% decrease for English; 19.3% decrease in math). The study revealed a need for further research to investigate the degree of this impact on minority and low-income students. The results also suggested a need for more research to learn which students are likely to benefit, or not, by taking a remedial course. Of the students in the study who voluntarily took a placement test and scored below credit level, 11.3% chose remediation before taking ENC1101 and 24.5% chose remediation before taking MAT1033. Of those students, most who earned an A or B in the remedial course were successful in the credit courses; most who did not earn at least a B in the remedial course were unsuccessful at the credit level. Results were significant (α = .05), and effect sizes were moderate (.344 for English; .430 for math).
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004531, http://purl.flvc.org/fau/fd/FA00004531
Subject Headings: Academic achievement -- United States -- Florida, Developmental studies programs -- United States -- Florida, Educational attainment -- United States -- Florida, Remedial teaching, School failure -- Prevention, Universities and colleges -- Florida -- Administration
Format: Document (PDF)

Title: Effects of the four pillars on statewide high school graduation rates.
Creator: Daniel, Harry M., Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study investigated the relationship of statewide high school graduation rates of student ethnic groups from 2002 to 2006 to the four policy pillars of the No Child Left Behind (NCLB) Act of 2001: Accountability for Results; Expanded Flexibility and Local Control; Expanded Options for Parents, Strengthening Teacher Quality. The quantitative, non-experimental, multivariate, correlational design addressed four research questions and six hypotheses. The research population was composed of...
Show moreThis study investigated the relationship of statewide high school graduation rates of student ethnic groups from 2002 to 2006 to the four policy pillars of the No Child Left Behind (NCLB) Act of 2001: Accountability for Results; Expanded Flexibility and Local Control; Expanded Options for Parents, Strengthening Teacher Quality. The quantitative, non-experimental, multivariate, correlational design addressed four research questions and six hypotheses. The research population was composed of high school students in all 50 states and the District of Columbia. The predictor variables were the four policy pillars themselves. Data were collected through archival reports from the Education Commission of the States (ECS) and State Accountability Report Workbooks provided by state departments of education to create an index of implementation to determine the extent to which the four policy pillars were implemented. The criterion variable was high school graduation rate split across student ethnic groups. Graduation rates of subgroup student populations were collected from the Average Freshman Graduation Rates archives for the ninth grade cohort entering in 2001 and exiting in 2006. Data were analyzed both by a one-factor correlational analysis of covariance with one covariate to determine the impact of each NCLB policy pillar, and by a four-factor analysis of covariance with one covariate to determine the impact of all NCLB policy pillars together. The study found that no significant relationships existed between any of the four NCLB policy pillars, singularly or between all four of the policy pillars together, and statewide high school graduation rates among any student racial or ethnic subgroups for the academic years covered in the study. Reasons for the lack of significant relationships are a source for further study. It is recommended that such studies examine the effect of policy implementation that currently allows: (a) each state to set its own test and measurement standards or its own criteria for teacher certification; (b) parents to keep their children in failing schools even if those children are also failing; and (c) each state to underfund mandates.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004099, http://purl.flvc.org/fau/fd/FA00004099
Subject Headings: Academic achievement -- United States, Education and state -- United States, Educational accountability -- United States, Educational equalization -- United States, School improvement programs -- United States, United States -- No Child Left Behind Act of 2001
Format: Document (PDF)

Title: An Examination of African-American Male Awareness of and Application to Honors Programs.
Creator: Balzora, Lulrick, Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to examine African-American male awareness of and application to honors programs at two selected state colleges in the southeastern region of the United States. The researcher also attempted to fill a current void in the literature and to present an emergent theory for attracting African-American males to honors programs in State College settings. A disproportionate amount of research focuses on remediation and underachievement among African-American males. The...
Show moreThe purpose of this study was to examine African-American male awareness of and application to honors programs at two selected state colleges in the southeastern region of the United States. The researcher also attempted to fill a current void in the literature and to present an emergent theory for attracting African-American males to honors programs in State College settings. A disproportionate amount of research focuses on remediation and underachievement among African-American males. The lack of information on the experiences of high ability African-American males leaves many unanswered questions about how to best recruit and serve the needs of this population of students. This study focused on high achievers rather than languish over the problem of underachievers. It examined the level of awareness of gifted African-American male students regarding honors programs at the collegiate level. It also analyzed how institutional atmosphere/reputation, facilities , personal influences, and incentives affect the decision of African-American males to apply to honors. The format for this study was a mixed method design. It included quantitative analysis and qualitative analysis. To satisfy the quantitative nature of this study, IBM SPSS 21.0 was used for the purpose of data analysis via binomial tests. Furthermore, the researcher conducted four semi-structured focus groups. Qualitative data analysis procedures were used to understand and interpret the undergirding knowledge that may have played a role in the decisions made by African-American males in terms of whether or not to apply to honors programs. The study findings revealed that African-American male participants valued the atmosphere and reputation of an honors program more than facilities, personal influences, and incentives. However, awareness of this and others factors among African-American male honors applicants and honors non-applicants was often based on the personal influences in their lives. The results of this study and its emergent theory suggest that, rather than simply showcase gifted abilities, state colleges strategically place honors in a leadership role to increase the presence of persons of influence that motivate high achieving African-American males to enroll in its honors programs.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004481, http://purl.flvc.org/fau/fd/FA00004481
Subject Headings: Academic achievement -- United States, African American young men -- Education (Higher), College student development programs, Educational equalization -- United States, Minority students -- Education (Higher), Talented students -- Education (Higher), Universities and colleges -- Honors courses
Format: Document (PDF)

Title: Perceptions of Academic Resilience Among Teachers and Twelfth Grade Adolescent Girls.
Creator: Obrien, Alise, Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This qualitative research study explored perceptions of academic resilience among teachers and twelfth grade adolescent girls. Specifically, how students and teachers believe teachers promote academic resilience in students, the characteristics of academically resilient students according to students and teachers, and the characteristics of academically non-resilient students according to teachers. The relationship between the general comments made during student focus group sessions and the...
Show moreThis qualitative research study explored perceptions of academic resilience among teachers and twelfth grade adolescent girls. Specifically, how students and teachers believe teachers promote academic resilience in students, the characteristics of academically resilient students according to students and teachers, and the characteristics of academically non-resilient students according to teachers. The relationship between the general comments made during student focus group sessions and the students' responses on the Locus of Control (LOC) survey were analyzed. Qualitative data were collected including teacher interviews, student focus groups, Implicit Theories of Intelligence Scales for teachers and students as well as the Nowicki-Strickland Locus of Control Survey for students. Findings indicated that teachers and students both reported teachers who were flexible and provided extra help sessions for students promoted academic resilience. It also was reported by teachers and students that developing personal relationships with students helped to promote academic resilience. Teachers and students reported similar characteristics of academically resilient students. Characteristic behaviors of academic resilient students were identified as having ambition or being motivated to be successful. Having a positive attitude and having the ability to be reflective also were identified as characteristic of academic resilience. Finally, teachers and students agreed that having a strong internal locus of control is characteristic of academic resilience.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004529, http://purl.flvc.org/fau/fd/FA00004529
Subject Headings: Academic achievement -- United States, Belief and doubt, Communication in learning and scholarship, Educational leadership, Motivation in education -- United States, Resilience (Personality trait) in adolescence, Success -- Psychological aspects
Format: Document (PDF)

Title: The impact of reading instructional methodology on student achievement of Black males based on the Florida Comprehensive Assessment Test.
Creator: Hicks, Deedara., Florida Atlantic University, Maslin-Ostrowski, Patricia
Abstract/Description: For the past 20 years the gap in reading achievement has widened between Black and White students across the United States. The No Child Left Behind Act and the Florida A+ Plan require that all students meet proficiency on state-mandated assessments. As individual schools struggle to meet these guidelines, no student can be left behind. The purpose of this study was to determine the impact of two different reading instructional methodologies on the 2004 fourth-grade FCAT norm-referenced test ...
Show moreFor the past 20 years the gap in reading achievement has widened between Black and White students across the United States. The No Child Left Behind Act and the Florida A+ Plan require that all students meet proficiency on state-mandated assessments. As individual schools struggle to meet these guidelines, no student can be left behind. The purpose of this study was to determine the impact of two different reading instructional methodologies on the 2004 fourth-grade FCAT norm-referenced test (NRT) for Black males. The reading instructional methodologies examined in this study, Harcourt Basal Series and SRA Direct Instruction Program, have been used in Broward County Schools for the past several years. After instruction with either program from Grades 2 through 4, the fourth-grade Black males were administered the FCAT NRT Reading Test during the Spring of 2004. ANOVA statistical analysis was utilized to determine if the program had any effect on the students' achievement in reading as measured by the FCAT. For Basal schools (92 students) and Direct Instruction schools (84 students) means were calculated on the overall scores and the four subtests of the FCAT Reading NRT: Initial Understanding, Interpretation, Critical Analysis, and Strategies. A two-way ANOVA was performed to test for moderation of language and/or birth origin and the FCAT Reading NRT. This study found that there was no statistical significance on FCAT total scores or Subtests---Initial Understanding, Interpretation, or Strategies---for Black males using the Basal or Direct Instruction program. However, student achievement increased on the Critical Analysis subtest of the FCAT NRT for Black males who received Basal Instruction. The study also found that students' primary language or birth origin did not moderate the effectiveness of the instructional program. This study suggests that educators must examine other programs to adequately address Black male students' needs in reading. They may use a Basal, however, for instruction with Black males when Critical Analysis is weak.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/12213
Subject Headings: Educational tests and measurements--Florida, Competency-based educational tests--Florida, Florida Comprehensive Assessment Test, African American young men--Education, Academic achievement--United States--Evaluation
Format: Document (PDF)

Academic achievement -- United States (2)	+ -
Academic achievement--United States (2)	+ -
Educational equalization -- United States (2)	+ -
Academic achievement -- United States -- Florida (1)	+ -
Academic achievement--United States--Evaluation (1)	+ -

Academic achievement -- United States (1)	+ -
Acculturation--United States (1)	+ -
African American young men -- Education (Higher) (1)	+ -
African American young men--Education (1)	+ -
Belief and doubt (1)	+ -
Children of immigrants--Education--United States (1)	+ -
College student development programs (1)	+ -
Communication in learning and scholarship (1)	+ -
Competency-based educational tests--Florida (1)	+ -
Developmental studies programs -- United States -- Florida (1)	+ -
Education and state -- United States (1)	+ -
Education, Secondary--Florida (1)	+ -
Educational accountability -- United States (1)	+ -
Educational attainment -- United States -- Florida (1)	+ -
Educational leadership (1)	+ -
Educational tests and measurements--Florida (1)	+ -
Florida Comprehensive Assessment Test (1)	+ -
Hispanic American children--Education--United States (1)	+ -
Minority students -- Education (Higher) (1)	+ -
Motivation in education -- United States (1)	+ -
Raise Achievement in Secondary Education--Florida (1)	+ -
Remedial teaching (1)	+ -
Resilience (Personality trait) in adolescence (1)	+ -
School failure -- Prevention (1)	+ -
School improvement programs -- United States (1)	+ -

Florida Atlantic University (7)	+ -
College of Education (4)	+ -
Department of Educational Leadership and Research Methodology (3)	+ -
Maslin-Ostrowski, Patricia (2)	+ -
Balzora, Lulrick (1)	+ -

Burnaford, Gail (1)	+ -
Daniel, Harry M. (1)	+ -
Department of Curriculum, Culture, and Educational Inquiry (1)	+ -
Floyd, Deborah L. (1)	+ -
Hicks, Deedara. (1)	+ -
Mims, Nancy Griffin. (1)	+ -
Obrien, Alise (1)	+ -
Pain, Karen D. (1)	+ -
Pisapia, John (1)	+ -
Pressman, Diane S. (1)	+ -
Rhone, Angela (1)	+ -
Wright, Dianne A. (1)	+ -

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