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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.
Show less - 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
- THE HISTORY OF THE SURVIVAL OF AN ELITIST BLACK HIGH SCHOOL IN SOUTH FLORIDA FROM 1907-1981.
- Creator
- CEROS-LIVINGSTON, JOSEPH JAMES, Florida Atlantic University, Smith, Lawrence E.
- Abstract/Description
-
The purpose of this study was to trace the historical events that influenced the retention of Dillard High school as a functioning four-year comprehensive educational center during the desegregation process in Broward County, Florida. Individuals, organizations and procedures were identified that permitted Dillard to survive as the only original black high school in the county. Nine black community leaders closely identified with Dillard were interviewed and their responses summarized. Much...
Show moreThe purpose of this study was to trace the historical events that influenced the retention of Dillard High school as a functioning four-year comprehensive educational center during the desegregation process in Broward County, Florida. Individuals, organizations and procedures were identified that permitted Dillard to survive as the only original black high school in the county. Nine black community leaders closely identified with Dillard were interviewed and their responses summarized. Much of the black history was of an oral nature since most original documents about Dillard are not now in existence. Desegregation in the 1970s saw the closing of most predominantly black education facilities. The main issue in Broward County was then, and remains today, "where the school bus stops." As a result of this study, it was concluded that: (1) Black citizens of Broward County believed in neighborhood schools in black areas; (2) Busing in Broward County must involve whites and blacks; (3) Dillard was a symbol of black pride; (4) The Dillard alumni, area residents plus important segments of the white community combined efforts to save the school; (5) W. George Allen's lawsuit was a major factor in saving the school; (6) Federal Judge Cabot's decision saved Dillard; (7) Dillard's principal, Mr. Charles B. Morton, provided the leadership to insure racial harmony from 1964 to 1973; (8) A school center that does not actively relate to its community does not grow in excellence and may even cease to exist.
Show less - Date Issued
- 1982
- PURL
- http://purl.flvc.org/fcla/dt/11814
- Format
- Document (PDF)
- Title
- A ten year study of predictors of student success on the Advanced Placement Computer Science examination.
- Creator
- Cornnell, Walter A., Florida Atlantic University, Morris, John D., Weppner, Daniel B.
- Abstract/Description
-
This study examined a model to predict success on the Advanced Placement Computer Science (APCS) examination. The sample included all students (N = 423) who participated in the APCS program in the Palm Beach County Public School System from 1985 to 1994. Predictor variables consisted of the number of courses taken in specific content areas at the secondary level, semester grades in the APCS course, grade point average, and gender. Multiple regression analysis indicated the significance of...
Show moreThis study examined a model to predict success on the Advanced Placement Computer Science (APCS) examination. The sample included all students (N = 423) who participated in the APCS program in the Palm Beach County Public School System from 1985 to 1994. Predictor variables consisted of the number of courses taken in specific content areas at the secondary level, semester grades in the APCS course, grade point average, and gender. Multiple regression analysis indicated the significance of these variables in predicting the score on the APCS examination (F (12,280) = 5.848, p $<$.001). Further discriminant analysis identified the most accurate subset of predictors. All students were divided into two groups based on their scores on the APCS examination (pass/fail). The variables that occurred most frequently in the best subsets included the number of semesters taken in advanced mathematics; overall high school grade point average; gender; the grades achieved in both first and second semester in Advanced Placement Computer Science; and the semesters in computers. A model based on these six predictors had the highest (p $<$.01) predictive accuracy of all models studied (67.6% hit rate). Additional study of other independent variables that contribute to success on the APCS examination is needed.
Show less - Date Issued
- 1995
- PURL
- http://purl.flvc.org/fcla/dt/12427
- Subject Headings
- Advanced placement programs (Education), Prediction of scholastic success, Education--Data processing
- Format
- Document (PDF)
