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facts behind the FCAT
Title
The facts behind the FCAT.
Creator
Gamsey, Erin., Harriet L. Wilkes Honors College
Abstract/Description
The No Child Left Behind Act of 2001 makes schools accountable for the performance of their students, and measures that goal through standardized testing. Florida's standardized test is the Florida Comprehensive Assessment Test (FCAT). This paper investigates how the incentive structure of the FCAT accountability system has resulted in costly unintended consequences, such as the disruption of local home prices, teaching towards the test, manipulation of the test pools, and an increase in the...
Show moreThe No Child Left Behind Act of 2001 makes schools accountable for the performance of their students, and measures that goal through standardized testing. Florida's standardized test is the Florida Comprehensive Assessment Test (FCAT). This paper investigates how the incentive structure of the FCAT accountability system has resulted in costly unintended consequences, such as the disruption of local home prices, teaching towards the test, manipulation of the test pools, and an increase in the number of school dropouts. The State of Florida officially estimates that the cost to administer the FCAT is $19.44 per student. My claim is that the Florida Department of Education's estimate is profoundly understated because it does not take into account an array of internal and external costs associated with the test. By including these costs of the FCAT, I show that the FCAT does indeed cost more than $19.44 per student.
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Date Issued
2010
PURL
http://purl.flvc.org/FAU/3335019
Subject Headings
Florida Comprehensive Assessment Test, Achievement in education, Educational tests and measurements
Format
Document (PDF)
Florida Migrant Education Program
Title
The Florida Migrant Education Program: an analysis of programmatic and expenditure practices.
Creator
Murray, Robert W., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The Migrant Education Program was enacted by Congress in 1966 as an amendment to the Elementary and Second Education Act of 1965. Today Title 1, Part C, of the No Child Left Behind Act of 2001 provides funding to states and subsequently to local educational agencies (LEAs) to provide educational programs and services to children of migratory farm workers. These funds are intended to enable these unique children to have access to state standards-based curriculum and to find success on...
Show moreThe Migrant Education Program was enacted by Congress in 1966 as an amendment to the Elementary and Second Education Act of 1965. Today Title 1, Part C, of the No Child Left Behind Act of 2001 provides funding to states and subsequently to local educational agencies (LEAs) to provide educational programs and services to children of migratory farm workers. These funds are intended to enable these unique children to have access to state standards-based curriculum and to find success on standards-based assessments. This study examined the LEA utilization of funds awarded to the State of Florida under Title 1, Part C, from AY2007-09, identified the specific activities implemented by LEAs to meet the unique educational needs of the migrant students, and analyzed the impact of total student membership, total migrant entitlement, and concentration of migrant students relative to the total LEA student membership on the utilization of the funding. The study demonstrated that the Federal Office of Migrant Education policies and rules promulgated by the State of Florida channel funding away from educational activities for the students to non-academic expenditures.
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Date Issued
2010
PURL
http://purl.flvc.org/FAU/2683135
Subject Headings
Immigrants, Education, Economic aspects, Children of migrant laborers, Education, Economic aspects, Children of migrant laborere, Education, Social aspects, Migrant labor, Education, Economic aspects, Educational accountability
Format
Document (PDF)
impact of stress on elementary school principals and their effective coping mechanisms
Title
The impact of stress on elementary school principals and their effective coping mechanisms.
Creator
Krzemienski, Joyce., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
In today's era of high stakes testing and accountability, school principals are confronted with many difficult challenges in addition to those traditionally experienced by principals given the advent of No Child Left Behind (NCLB) and the many mandates each school principal must report on annually. With mandated curriculum standards and widespread demand to improve student achievement, principals face a multitude of administrative tasks. As the school accountability deadline to meet the 2014...
Show moreIn today's era of high stakes testing and accountability, school principals are confronted with many difficult challenges in addition to those traditionally experienced by principals given the advent of No Child Left Behind (NCLB) and the many mandates each school principal must report on annually. With mandated curriculum standards and widespread demand to improve student achievement, principals face a multitude of administrative tasks. As the school accountability deadline to meet the 2014 federal objective of the No Child Left Behind Act of 2001 rapidly draws closer for the majority of states, this federal legislation has created increasingly high stress levels, potentially the highest ever, for principals across the country. ... The proposed study is significant to the field of education because this study provides the most current research regarding the mental and physical effects of work-related stress on elementary school principals in an era of increased accountability and the impact stress has on the school climate. Further, this study offers school principals a repertoire of effective coping mechanisms that can be utilized to help reduce their perceived stress levels. Over the time of the study, it was repeatedly reported by the principal participants that their work stress had increased, which was found to have impacted their health as well as the school climate.
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Date Issued
2012
PURL
http://purl.flvc.org/FAU/3358601
Subject Headings
Elementary school principals, Job stress, Stress management, Stress (Psychology), Burn out (Psychology), Educational leadership, Psychological aspects
Format
Document (PDF)
Principals' knowledge of special education policies and procedures
Title
Principals' knowledge of special education policies and procedures: does it matter in leadership?.
Creator
Jesteadt, Lindsay., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
Research has shown that most school leaders lack the knowledge necessary to deal with the many different aspects and issues that special education programs encompass. This lack of knowledge ultimately places special education teachers, programs, and students with disabilities at a clear disadvantage. With The No Child Left Behind Act (NCLB) of 2001 and the reauthorization of The Individuals with Disabilities Education Improvement Act (IDEA) in 2004, schools and school leaders are being held...
Show moreResearch has shown that most school leaders lack the knowledge necessary to deal with the many different aspects and issues that special education programs encompass. This lack of knowledge ultimately places special education teachers, programs, and students with disabilities at a clear disadvantage. With The No Child Left Behind Act (NCLB) of 2001 and the reauthorization of The Individuals with Disabilities Education Improvement Act (IDEA) in 2004, schools and school leaders are being held accountable for the learning gains of all students, including students with disabilities. This study sought to assess the knowledge of Florida school principals in the area of special education policies and procedures through survey administration. In addition, the survey was designed to establish the method by which school principals purport to have learned the majority of special education policies and procedures. Social justice as defined by Adams, Bell, and Griffin (1997) and ethical reasoning in educational leadership, developed and defined by Shapiro and Stefkovich (2005) were chosen as the conceptual framework with which to guide the design and analysis of the study. These underlying sets of ideas were used to help recognize the many inequalities that have hindered education for a variety of students, including those with disabilities (Lashley, 2007). FIndings of this study demonstrate the level of knowledge practicing administrators in Florida possess, the methods by which they acquired that knowledge, and the dire need for this knowledge under new state mandated reform initiatives.
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Date Issued
2012
PURL
http://purl.flvc.org/FAU/3355571
Subject Headings
School improvement programs, Educational leadership, Learning disabled children, Education, School principals, In-service training, Response to intervention (Learning disabled children)
Format
Document (PDF)