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- Title
- The effects of a culturally translated school counselor-led intervention on Hispanic students' academic achievement.
- Creator
- Leon, Ana Maria., College of Education, Department of Counselor Education
- Abstract/Description
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The purpose of this study was to evaluate the impact of implementing a school counselor-led intervention, a culturally translated version of the Student Success Skills (SSS) program, on student academic achievement in Hispanic students. The research question investigated in this study was: Does Hispanic student participation in the culturally translated Student Success Skills classroom guidance program increase academic achievement as measured by state mandated standardized reading and math...
Show moreThe purpose of this study was to evaluate the impact of implementing a school counselor-led intervention, a culturally translated version of the Student Success Skills (SSS) program, on student academic achievement in Hispanic students. The research question investigated in this study was: Does Hispanic student participation in the culturally translated Student Success Skills classroom guidance program increase academic achievement as measured by state mandated standardized reading and math tests? Based on the fact that Hispanic students are at a very high risk of academic failure, there is an urgent need to address the lack of academic success. The cultural translation of the Student Success Skills (SSS) program focuses on student outcomes and helps to provide a link between school counselors and improved outcomes for Hispanic students.The sample for this study included 103 treatment and 98 comparison fourth and fifth grade students from three schools in South Florida. Participating students were selected from all Hispanic students at four schools in South Florida, by selecting the students who spoke mainly Spanish at home and came from Hispanic backgrounds. Academic achievement was measured using a standardized, objective, state-wide assessment instrument, the Florida Comprehensive Assessment Test (FCAT). The procedure used to analyze the results for this study was a Multivariate analysis of covariance (MANCOVA). The statistical analysis showed that the treatment group scored significantly higher than the comparison group in reading. There was not a significant difference in math for the treatment group. When fidelity of treatment was investigated a post hoc analysis found that groups with full implementation of the program scored significantly higher in math and in reading than the comparison group., The results of this study show that a cultural translation of the Student Success Skills program is helpful for the fourth and fifth grade Hispanic students improving achievement in reading.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/187214
- Subject Headings
- Educational leadership, Acculturation, Minorities, Education (Elementary), Hispanic American children, Education, Academic achievement, Educational equalization
- Format
- Document (PDF)
- Title
- English language learners in Florida: a dissertation about a legal and policy study of Florida's Multicultural Educaton Training and Advocacy (META) Consent Decree.
- Creator
- Rodriguez, Maria de L., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The increasing number of English language learners (ELL) in Florida's public schools has brought challenges to educational leaders as they work to provide educational opportunity to these children. In 1990, several community and activist groups filed a lawsuit against the Florida Department of Education to pressure it to provide adequate English language programs in all public schools. The lawsuit resulted in Floridas META Consent Decree (MCD), a legal accord by which Florida agreed to...
Show moreThe increasing number of English language learners (ELL) in Florida's public schools has brought challenges to educational leaders as they work to provide educational opportunity to these children. In 1990, several community and activist groups filed a lawsuit against the Florida Department of Education to pressure it to provide adequate English language programs in all public schools. The lawsuit resulted in Floridas META Consent Decree (MCD), a legal accord by which Florida agreed to provide adequate teacher training and educational programs, thereby improving access to equal opportunity for ELLs. ELLs are also called limited English proficient (LEP) students in other states. This term was changed in Florida because the LEP label brought with it a negative connotation as it referred to proficiency within the learning of English as a limitation rather than as an asset. The study presents a comprehensive review of the MCD and its eleven main components. Through document and content analysis, the study intended to ix determine whether Florida's 67 public school districts comply with the decree and whether policies are in place to implement the court authorized processes. The study begins with an introduction, which includes historical data and Florida demographics that relate to the issue of second language learners. A review of the literature incorporates legal cases and pertinent educational policies that have preceded the decree., The review also examined the major political and educational barriers that English language learners (ELL) encounter in Florida, as well as the research that suggests what programs and practices are required for successful second language learning. From the impact of antiimmigrant sentiments and English-only movements, to the League of United Latin-American Citizens (LULAC) v.FL Board of Education (1990) class action lawsuit, the study investigated the status of ELL programs in the state of Florida and the debates that surrounds them.The study intended to inform fellow educational leaders of these topics so that our work on behalf of K-12 ELLs can be more effective. Recognizing and preparing for the impact that the increasing numbers of ELLs will continue to have in Florida is an integral part of becoming a well-rounded educational leader and facilitates providing the services these students require, deserve, and to which they are entitled. The study also informs policymakers and practitioners of the pending needs and provides a roadmap to improving second language learning programs and practices in Florida.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3333311
- Subject Headings
- English language, Study and teaching, Foreign speakers, Second language acquisition, Minorities, Education, Language arts, Educational equalization
- Format
- Document (PDF)
- Title
- The Florida School Recognition Program: the relationship between participation in the program and adequate yearly progress under the No Child Left Behind Act.
- Creator
- Wanza, Valerie Smith., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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This study was designed to determine the relationship between Florida School Recognition Program (FSRP) participation and adequate yearly progress (AYP) criteria met during school years 2004-2008. It also intended to discover whether schools' socioeconomic status, minority rates, and levels moderated this relationship as well as a difference in average AYP criteria met for schools that maintained FSRP participation and those that do not. The study further sought to determine whether these...
Show moreThis study was designed to determine the relationship between Florida School Recognition Program (FSRP) participation and adequate yearly progress (AYP) criteria met during school years 2004-2008. It also intended to discover whether schools' socioeconomic status, minority rates, and levels moderated this relationship as well as a difference in average AYP criteria met for schools that maintained FSRP participation and those that do not. The study further sought to determine whether these school characteristics and schools' grades predicted maintenance of participation in the FSRP. A quantitative method, including three statistical analyses, was employed to respond to 6 research questions and test 14 corresponding null hypotheses. Three thousand and seventy-seven schools were identified for data collection and analysis. Six independent variables were defined as school level, average socioeconomic status, average minority rate, average percentage of AYP criteria, aggregate number of years 100% of AYP criteria was met, and average school grade. One dependent variable was defined as aggregate years of FSRP participation. The study found that there was a relationship between participation in the FSRP and AYP criteria met, and school level, socioeconomic status, and minority rate moderated this relationship. While school level and minority rate moderated a difference in average percentage of AYP criteria met in schools that maintained participation in the program and those that did not, socioeconomic status did not. Moreover, all independent variables served as predictors for maintenance of participation in the FSRP. The study found that schools' demographic characteristics influence student achievement and participation in incentive pay programs., Six implications for future research were identified to further explore the FSRP and AYP relationship, the unintended consequences of the No Child Left Behind (NCLB) Act, the appropriateness of incentive pay education, the distribution of FSRP award dollars in schools, and student achievement by school level. Recommendations were to add an AYP criterion to the FSRP, assess the effectiveness of inducement policies in education, and add a provision for program evaluation to the FSRP statute.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/332912
- Subject Headings
- Academic achievement, Education and state, Educational equalization, Education, Aims and objectives
- Format
- Document (PDF)
- Title
- Florida's definition and subsequent calculatons of a public high school graduate: a critical race theory analysis.
- Creator
- Watson, Terri N., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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On March 18, 2008, the American Civil Liberties Union (ACLU) of Florida filed a class action lawsuit against The Palm Beach County School Board and its district superintendent on behalf of approximately 176,000 students under their jurisdiction (Schroeder v. The Palm Beach County School Board, 2008). The plaintiffs cited the defendants for their failure "to provide a uniform, efficient, safe, secure, and high quality education" (p. 7) as required by the Florida Constitution, Article IX, ß 1....
Show moreOn March 18, 2008, the American Civil Liberties Union (ACLU) of Florida filed a class action lawsuit against The Palm Beach County School Board and its district superintendent on behalf of approximately 176,000 students under their jurisdiction (Schroeder v. The Palm Beach County School Board, 2008). The plaintiffs cited the defendants for their failure "to provide a uniform, efficient, safe, secure, and high quality education" (p. 7) as required by the Florida Constitution, Article IX, ß 1. They contended that their claim was substantiated by The School District of Palm Beach County's (SDPBC) dismal high school graduation rates. Spurred by the lawsuit, I wanted to understand the controversy surrounding high school graduation rates, in spite of decades of school reform measures, and why different calculation methods are utilized in the state of Florida. In respect to the latter point, I was curious to learn about the differences among graduation rate calculation methods and what impact, if any, these differences had on the reporting of high school graduation rates, particularly those for students of color. Black America's past and present reality in public education has illustrated the need for new paradigms to address the achievement gap promulgated by contextual factors that serve to impede the academic achievement of all students. The statistical analyses and Critical Race Realist perspective, which has evolved from Critical Race Theory when applied to policy research, offered in this study found Florida's definition and subsequent calculations of a public high school graduate to result in significant and consistent differences among graduation rates relative to student race and graduation rate calculation method.
Show less - Date Issued
- 2010
- PURL
- http://purl.flvc.org/FAU/1930490
- Subject Headings
- Discrimination in education, Educational equalization, School improvement programs, High school graduates
- Format
- Document (PDF)
- Title
- Is there a relationship between academic achievement and school climate at the elementary, middle, or high school grade level?.
- Creator
- Doyal, Thomas Stacy., College of Education, Department of Teaching and Learning
- Abstract/Description
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Researchers have determined that many factors, including school climate, may be contributing to the lack of academic achievement of many of our students. In an effort to better understand this issue, this study tested for possible relationships between the school climate of multiple schools in Palm Beach County, Florida, and their students' academic achievement. Separate analyses were done at the elementary, middle, and high school levels. For the purpose of this study, academic achievement ...
Show moreResearchers have determined that many factors, including school climate, may be contributing to the lack of academic achievement of many of our students. In an effort to better understand this issue, this study tested for possible relationships between the school climate of multiple schools in Palm Beach County, Florida, and their students' academic achievement. Separate analyses were done at the elementary, middle, and high school levels. For the purpose of this study, academic achievement (criterion variable) was measure by the Florida Comprehensive Assessment Test, Math and Reading sections. School climate (predictor variable) was measured by the school district's yearly climate survey. In order to test the study's hypotheses, a linear multiple regression model using SPSS software was run to measure for any relationship between the criterion and predictor variables at the elementary, middle, and high school levels. The relationships of individual predictors with the criterion were tested with correlations and the model including all seven predictors was tested with multiple regressions.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/221943
- Subject Headings
- School improvement programs, Academic achievement, Educational equalization, Florida Comprehensive Assessment Test, Educational tests and measurements
- Format
- Document (PDF)