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Title: Block scheduling: Its impact on academic achievement, and the perceptions of students, teachers, and administrators.
Creator: Hamdy, Mona., Florida Atlantic University, Urich, Ted R.
Abstract/Description: This study consists of three parts. The first part determined if significant differences exist in the scores of students on four standardized tests between two block and two traditional scheduling schools. The assessment instruments were standardized tests given to students in Palm Beach County School District in the state of Florida: (a) Comprehensive Test of Basic Skills (CTBS) for grade 9, (b) Grade Ten Assessment Test (GTAT), (c) Florida Writes (FW) for grade 10, and (d) High School...
Show moreThis study consists of three parts. The first part determined if significant differences exist in the scores of students on four standardized tests between two block and two traditional scheduling schools. The assessment instruments were standardized tests given to students in Palm Beach County School District in the state of Florida: (a) Comprehensive Test of Basic Skills (CTBS) for grade 9, (b) Grade Ten Assessment Test (GTAT), (c) Florida Writes (FW) for grade 10, and (d) High School Competency Test (HSCT) for grade 11. Approximately 2,000 students took each of the four tests for each grade, a total of 8,000 participants. Significant differences (p <.00125) were found between students scores on the FW and the HSCT. The traditional scheduling students outperformed those at the block scheduling schools in regards to the FW and the HSCT. Results of statistical analysis indicated a significant difference between the 4 x 4 schedule and the alternate day schedule only in terms of achievement on the Florida Writes. Students at the alternate day school outperformed those at the 4 x 4 scheduling school on the Florida Writes test. Schools' records indicated that the rate of suspension has decreased during the year of implementing block scheduling for the alternate day scheduling school, and increased for the 4 x 4 scheduling school. There was no change in the absentee rate at both types of block scheduling schools. The second part of this study was to compare differences in perceptions among teachers and students towards the two types of block scheduling. A Likert-type survey was answered by 101 teachers from both types of schools. Statistical analysis indicated a significant difference between the perceptions of teachers from the 4 x 4 and the alternate day scheduling schools in terms of class size. Teachers disagreed that class size has decreased because of the implementation of block scheduling. Regarding students' perceptions, 931 students from both schools participated in answering the questionnaire. There were significant differences among students on their preference to remain on block scheduling. The third part of this study examined differences between the perceptions of administrators of different types of block scheduling. A Likert-type survey consisting of 26 items was sent to selected principals throughout the nation. Twenty two out of the 24 items did not prove to be significant at the 0.0021 level. There were differences in administrators perceptions towards the failure rate. Similar results were found in regards to discipline problems. The Scheffe post hoc test was administered to determine which pairwise group differences were significant. Survey results indicated that administrators perceived that the science department is the happiest department with block scheduling, and that mathematics and foreign language are the least happy.
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Date Issued: 1996
PURL: http://purl.flvc.org/fcla/dt/12477
Subject Headings: Schedules, School--Florida--Palm Beach County, High schools--Florida--Palm Beach County, School year--Florida--Palm Beach County, School management and organization, Academic achievement
Format: Document (PDF)

Title: The Florida Comprehensive Assessment Test (FCAT) and the Predictive Utility of the PSAT for FCAT Preparedness.
Creator: Beard, Bernadine E. Dorantes, Bryan, Valerie, Florida Atlantic University
Abstract/Description: In the years since the establishment of the Florida Comprehensive Assessment test (FCAT) in 1998, the Florida public school districts have had little standardized, diagnostic data to assist in preparation for the FCA T. The FCAT serves as a high-stakes assessment for students as a graduation requirement, and it serves as a high-stakes assessment for school and district accountability for the Florida A++ Plan, and for national accountability within No Child Left Behind Act, 2001. A...
Show moreIn the years since the establishment of the Florida Comprehensive Assessment test (FCAT) in 1998, the Florida public school districts have had little standardized, diagnostic data to assist in preparation for the FCA T. The FCAT serves as a high-stakes assessment for students as a graduation requirement, and it serves as a high-stakes assessment for school and district accountability for the Florida A++ Plan, and for national accountability within No Child Left Behind Act, 2001. A quantitative study was conducted to determine if the College Board's Preliminary Scholastic Achievement Test, PSAT/NMSQT®, could be used to predict scores on the FCAT. More than 11 ,000 student test records ofBroward County public school lOth graders were used for this study. Predictive discriminant analyses were conducted using the October 2003 PSAT/NMSQT® and the March 2004 FCAT scores. Three contextual variables: gender, race/ethnicity, and socioeconomics were used to determine if the variables moderate the ability of the PSAT in classifying the students as passing the FCAT. The study found the percent of the groups correctly classified for predicting FCAT Reading from the PSAT Verbal scores for all subjects and each contextual variable ranged from 75 percent to 78.70 percent. The accuracy for the PSAT Verbal predicting failing the FCAT Reading for all of the subjects was at 84.50 percent, and the accuracy for PSAT Verbal predicting passing the FCAT Reading was at 71.40 percent. The study also found the percent of the groups correctly classified for predicting FCAT Math from PSAT Math scores for all subjects and each contextual variable ranged from 72.40 % to 76.00 percent. The accuracy for the PSAT Math predicting failing the FCAT Math for all subjects was at 89.70 percent and the accuracy for PSAT Math predicting passing the FCAT Math for all subjects was at 70.90 percent. The model in this study has proven to be successful in predicting FCAT success through the use of the PSAT scores. Recommendations for educators, both district and school staff, include exploring optimum utilization of available data through the PSAT, and optimum utilization of the PSAT score reports for direct intervention with students.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000649
Subject Headings: Florida Comprehensive Assessment Test, Educational tests and measurements--Florida--Evaluation, PSAT (Educational test)--Evaluation, Examinations--Scoring--Statistics
Format: Document (PDF)

Title: The Implications of Florida's 1998 Constitutional Revision on Education Finance Reform : A Legal Analysis Of Florida' s 1998 Constitution Revision Concerning Its Impact To The Legitimacy Of Florida's Education Financing Plan.
Creator: Hodge, Patricia C., Bogotch, Ira, Sughrue, Jennifer, Florida Atlantic University
Abstract/Description: Children of extreme poverty, who attend schools in impoverished neighborhoods, traditionally fall years behind their counterparts before they reach school age. While there have been numerous studies done on the effects of poverty on student achievement, there are few remedies for closing the gap for students in poverty. Additionally, educators in schools that serve a majority of students of poverty find that they have limited resources but are given more mandates than schools in economically...
Show moreChildren of extreme poverty, who attend schools in impoverished neighborhoods, traditionally fall years behind their counterparts before they reach school age. While there have been numerous studies done on the effects of poverty on student achievement, there are few remedies for closing the gap for students in poverty. Additionally, educators in schools that serve a majority of students of poverty find that they have limited resources but are given more mandates than schools in economically richer areas. With the increasing mandates of the No Child Left Behind Act, educators are struggling to incorporate the new demands into budget that are stretched beyond capacity. Are there strategies that advocates for better education can use to mobilize legislators to make greater provisions for education? The members of the Florida Constitution Revision Commission felt that they could bring change to the educational provisions by changing their state 's constitution. They changed the terms of art of the education article of Florida's constitution to increase the duty required of the legislature to provide for education. Further, they provided a definition of their concept of adequate provisions for education. This study seeks to determine if the change ofthe language of the educational article of Florida's constitution will impact the outcome of a challenge to the adequacy of the Florida's educational provisions.
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Date Issued: 2008
PURL: http://purl.flvc.org/fau/fd/FA00000668
Subject Headings: Educational law and legislation--Florida, Public schools--Florida--Finance, Academic achievement--Economic aspects--Florida, United States --NoChild Left Behind Act of 2001
Format: Document (PDF)

Title: Comparison of academic success variables of black male high school graduates with other racial and gender populations in the Broward County School District, Florida.
Creator: Gillespie, Melvin D., Florida Atlantic University, Kerensky, Vasil M.
Abstract/Description: Black males in the United States and Florida are falling behind other groups in almost every measurement of academic success. Inadequate preparation in high school often discourages them from seeking postsecondary education, and reduces their chances of obtaining gainful employment. This study compared the variables which can predict academic success (number of college preparation courses, high school GPA, class rank, and standardized test scores) of black males with that of other racial...
Show moreBlack males in the United States and Florida are falling behind other groups in almost every measurement of academic success. Inadequate preparation in high school often discourages them from seeking postsecondary education, and reduces their chances of obtaining gainful employment. This study compared the variables which can predict academic success (number of college preparation courses, high school GPA, class rank, and standardized test scores) of black males with that of other racial populations and gender. The sample was limited to seniors who graduated in 1994 from the Broward County public schools and attempted the Florida college entry-level placement test. The study used a causal comparative research design. The null hypothesis was tested using a MANOVA to simultaneously study the multiple dependent variables (factors used to predict college success) by race and gender. If there were differences, an ANOVA was used to test for statistical difference in each dependent variable individually. Results indicate that there are significant differences in the potential for success when race and gender were considered. The Wilks's Lambda for gender had a value of.85 (p <.001), and a value of.82 (p <.001) for race. Verbal and math mean scores on the SAT revealed that black female students earned the lowest scores, followed by black male students. The findings further showed that black males had the lowest grade point average and attempted fewer college preparatory courses when compared to other racial groups and gender. Black males had the second lowest class rank at the time of graduation (Hispanic males had the lowest class rank).
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Date Issued: 1998
PURL: http://purl.flvc.org/fcla/dt/12553
Subject Headings: African American high school students--Florida--Broward County--Case studies, Academic achievement--Florida--Broward County--Case studies
Format: Document (PDF)

Title: The relationship between native language and performance on the General Education Development Test among first-time test takers in Dade County.
Creator: Walker, Lesonie May, Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: This study was conducted among 406 first-time test takers who took the English version of the General Education Development (GED) Test in Dade County, Florida between June and December, 1993. Multiple regression and chi square analyses were used to determine the relationship between native language and performance on the General Education Development (GED) Test and the relationship between certain demographic characteristics and success in passing the GED. The findings of the study indicated,...
Show moreThis study was conducted among 406 first-time test takers who took the English version of the General Education Development (GED) Test in Dade County, Florida between June and December, 1993. Multiple regression and chi square analyses were used to determine the relationship between native language and performance on the General Education Development (GED) Test and the relationship between certain demographic characteristics and success in passing the GED. The findings of the study indicated, among other things, that (a) a higher percentage of native English speakers than non-native English speakers passed the GED Test, (b) non-native English speakers were outperformed by native English speakers on all the GED subtests except Mathematics, (c) native French speakers (mainly Haitians) were outperformed by the other non-native English speakers on all the subtests, (d) the mean scores of native French speakers were well below the mean scores required to pass the test, and (e) participants who took the GED preparation course were outperformed by those who did not take the GED preparation course. Native language was determined to be significantly related (p <.05) to performance on the GED. The model most helpful in predicting success on the GED comprised native language, number of years participants had learned to read, write, and speak English and had studied in an English speaking country. None of the individual variables showed a high correlation with performance on the GED Test, suggesting that other factors, not included in the data set, might have also contributed to performance on the test. The recommendations include: (a) pretesting examinees to determine their level of literacy in their native language as well as in English to establish the level of instruction necessary, (b) recruiting and training language minority teachers who are more familiar with the culture and educational systems of the countries in which Dade's rapidly increasing adult non-native English speaking groups were born, (c) strengthening the GED classes so that they can adequately remediate non-native English speakers who are in need of basic skills, and (d) conducting research to determine if certain items on the GED Test are biased against non-native English speakers. The findings in this study add to the growing body of research studies indicating that minorities, including linguistic minorities, do not perform well on standardized tests.
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Date Issued: 1995
PURL: http://purl.flvc.org/fcla/dt/12403
Subject Headings: Minorities--Education--United States, Multicultural education--Florida--Miami-Dade County, GED tests, Academic achievement--Florida--Miami-Dade County
Format: Document (PDF)

Title: The Beliefs of Advanced Placement Teachers Regarding Equity and Access to Advanced Placement Courses: A Mixed-Methods Study.
Creator: Igualada, Mirynne, Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This mixed methods study of teachers' beliefs about Advanced Placement (AP) equity and access policies occurred in Sunshine County School District, a large south Florida school district that had received accolades for leading the nation in access and equity in AP. Drawing on social reconstructionism, this study framed AP as an acceleration mechanism with the potential to increase students' prospects for social advancement. These policies have resulted in a more diverse classroom experience...
Show moreThis mixed methods study of teachers' beliefs about Advanced Placement (AP) equity and access policies occurred in Sunshine County School District, a large south Florida school district that had received accolades for leading the nation in access and equity in AP. Drawing on social reconstructionism, this study framed AP as an acceleration mechanism with the potential to increase students' prospects for social advancement. These policies have resulted in a more diverse classroom experience through nontraditional student participation in AP courses. The purpose of this embedded case study was to examine the relationship between beliefs held by AP teachers in regard to the implementation of equity and access policies, as well as to what extent these beliefs may support or hinder the execution of such policies and procedures. The study occurred in three phases and consisted of document analysis, a survey and interviews. Surveys collected from 176 AP teachers in the district yielded quantitative data on AP teachers' beliefs regarding equity and access and the subsequent implementation of equity and access policies. Qualitative data regarding beliefs surrounding equity and access policies and the potential challenges these policies may pose were collected through open-ended survey questions, document analysis, and interviews with eight teachers at two selected high schools representing the highest and the lowest access rates to AP in the district. The findings indicated that AP teachers support equity and access policies in AP. Despite these beliefs, there is evidence that such policies are not consistently implemented across schools and particularly in STEM-related content areas. The analysis of both quantitative and qualitative data led to the conclusion that the historic tension between elitism and equity that surrounds the AP program currently is fueled primarily through state accountability measures. Implications and suggestions for future research are related to policy changes regarding the revision of the state of Florida grading system and district-level procedural changes in relation to the design of school-based professional development and development of clear AP pathways that support access among underrepresented students.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004506, http://purl.flvc.org/fau/fd/FA00004506
Subject Headings: Academic achievement -- Florida, Advanced placement programs (Education), Critical pedagogy, Discrimination in education, Expectation (Psychology), High schools -- Curricula, Prediction of scholastic success
Format: Document (PDF)

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: 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.
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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: The Effects of Interactive Read-Alouds on the Reading Achievement of Middle Grade Reading Students in a Core Remedial Program.
Creator: Bishop Temple, Catherine, Crawley, Sharon J., Florida Atlantic University
Abstract/Description: The purpose of this study was to examine an effect of read-alouds on the reading achievement of middle grade students in a core intensive reading program in the School District of Palm Beach County, the fourth largest school district in Florida. This was accomplished conducting literature studies through read-alouds and sustained silent reading with sixth-, seventh-, and eighth-grade intensive reading students as a supplement to the READ XL® remedial program. Specifically, this study...
Show moreThe purpose of this study was to examine an effect of read-alouds on the reading achievement of middle grade students in a core intensive reading program in the School District of Palm Beach County, the fourth largest school district in Florida. This was accomplished conducting literature studies through read-alouds and sustained silent reading with sixth-, seventh-, and eighth-grade intensive reading students as a supplement to the READ XL® remedial program. Specifically, this study investigated the difference on the achievement scores on the Florida State Fluency Probes (FORF), the Florida Comprehensive Achievement Test in Reading (FCAT), the Florida Comprehensive Norm Reference Test Scale Scores (FCAT/NRT), the Scholastic Reading Inventory Lexile Levels (SRI), and the teacher created tests on the literature during the period 2006-2007. The study further examined the interaction of both grade level and gender with the readaloud strategy and sustained silent reading. A Factorial ANOV A (analysis of variance) was used to test the effect of each of the treatments, read-alouds and sustained silent reading, on the dependent variables, FORF, the FCAT, the FCAT/NRT, the Scholastic Reading Inventory Lexile Levels, and the teacher created tests and the interactions with grade level and gender. Results indicated a greater increase in fluency, as measured by the Florida State Fluency Probes, from 2006 to 2007, for students in the read-aloud group (test) as compared with students in the sustained silent reading group (control group), and for students in grades 6 and 7 as compared with students in grade 8. Overall there was no difference in fluency as moderated by gender. The results of this study also found that read-alouds promoted increased performance of female students on the teacher-created tests. This suggests that readalouds may play a role in increasing the performance of middle school at-risk female readers on similar instruments.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000657
Subject Headings: Oral reading, Activity programs in education, Academic achievement--Social aspects, Reading--Remedial teaching--Social aspects
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: 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.
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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)

Title: The Relationship of Transformational Leadership and Reading Achievement in Broward County, Florida Charter Schools.
Creator: Freeland, Jennifer, Florida Atlantic University, Pisapia, John
Abstract/Description: Charter schools have dramatically increased in number in Florida and throughout the country. In Florida, charter schools must meet the achievement standards developed through the A Plus Plan. The purpose of this study was to examine the relationship of transformational leadership and reading achievement in Broward County, Florida charter schools. Transformational leadership was defined using the model developed by Kenneth Leithwood (Leithwood, Jantzi, & Steinbach, 1999). Transformational...
Show moreCharter schools have dramatically increased in number in Florida and throughout the country. In Florida, charter schools must meet the achievement standards developed through the A Plus Plan. The purpose of this study was to examine the relationship of transformational leadership and reading achievement in Broward County, Florida charter schools. Transformational leadership was defined using the model developed by Kenneth Leithwood (Leithwood, Jantzi, & Steinbach, 1999). Transformational leaders are those that demonstrate, charisma/inspiration/vision, intellectual stimulation, individual consideration, contingent reward, high performance expectations, goal consensus, modeling, culture building, and structuring. Charter schools in Broward County, Florida were surveyed using the "Nature of School Leadership Survey" (Leithwood & Jantzi, 1995). The results of the survey in each transformational leadership dimension were correlated with reading achievement measured in learning gains. No significant relationships were found. Further, the relationships were analyzed to determine if contextual variables SES, size and configuration moderated the relationship. None of the contextual variables moderated the relationships. Finally, the population of charter schools was divided into thirds based on level of reading achievement gains to determine if the top and bottom third of schools used transformational leadership differently. No significant difference was found.
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Date Issued: 2006
PURL: http://purl.flvc.org/fau/fd/FA00000665
Format: Document (PDF)

Title: The impact of block scheduling on academic achievement and the perceptions of teachers and administrators in selected South Florida high schools.
Creator: Cosimano, Michael, Florida Atlantic University, Maslin-Ostrowski, Patricia, Decker, Larry E.
Abstract/Description: The purpose of this study was to determine the impact of scheduling alternatives on (a) student achievement, student behavior, and attendance rates and (b) teacher and administrator perceptions. Archival data for student achievement, behavior, and attendance were obtained from the Palm Beach County School District. Perceptions of teachers and administrators were obtained through data collected from questionnaires administered through participating schools in this study. The research took...
Show moreThe purpose of this study was to determine the impact of scheduling alternatives on (a) student achievement, student behavior, and attendance rates and (b) teacher and administrator perceptions. Archival data for student achievement, behavior, and attendance were obtained from the Palm Beach County School District. Perceptions of teachers and administrators were obtained through data collected from questionnaires administered through participating schools in this study. The research took place at three high schools using either 4 x 4, A/B, or modified block schedules and two high schools using traditional schedules. The block-scheduled schools were used in a similar study in 1996 after 1 year of implementation. The current study investigated the impact of block scheduling for year 1 (1996) and year 6 (2001). Perceptions toward block scheduling were obtained from teachers and administrators working in the three block-scheduled schools. The findings in this study support prior research which found that block scheduling may enhance student achievement levels in reading, writing and mathematics. Based on the findings, it appears that the modified block schedule may be a better choice over the 4 x 4 and the A/B schedules in terms of increasing student achievement, decreasing student behavior problems, and increasing student attendance rates. Tentative findings on the perceptions of teachers and administrators appeared to indicate a preference toward remaining on the block schedule over the traditional schedule.
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Date Issued: 2004
PURL: http://purl.flvc.org/fcla/dt/12090
Subject Headings: Academic achievement, School management and organization
Format: Document (PDF)

Title: Academic performance and demographic variables in predicting success in college algebra and graduation rates in an urban multi-campus community college.
Creator: Pedersen, Ginger Lee., Florida Atlantic University, Decker, Larry E.
Abstract/Description: The purpose of this study was to develop a model to predict success in college algebra and in Associate in Arts graduation, and to examine the relationship between placing in one or more developmental education courses and Associate in Arts graduation. The study was conducted at a large urban community college in Palm Beach County, Florida with 1,142 first-time-in-college students who took the College Placement Test (CPT) as their entrance examination. The study was designed to determine...
Show moreThe purpose of this study was to develop a model to predict success in college algebra and in Associate in Arts graduation, and to examine the relationship between placing in one or more developmental education courses and Associate in Arts graduation. The study was conducted at a large urban community college in Palm Beach County, Florida with 1,142 first-time-in-college students who took the College Placement Test (CPT) as their entrance examination. The study was designed to determine whether students' gender, age, ethnicity, grade point average (GPA), English language proficiency, nontraditional status, placement scores and number of developmental courses could predict a students' success in college algebra and graduating with the Associate in Arts degree, and how placing in one or more developmental course was correlated with graduating with the Associate in Arts degree. Three research hypotheses were developed to determine any significant predictive ability among the variables studied. Hypotheses 1 and 2 used discriminant analysis to determine the predicative ability of identified variables and hypothesis 3 used a Pearson product-moment correlation coefficient to assess the relationship of placing into one or more developmental courses on graduating with the Associate in Arts degree. All hypotheses were tested at the .05 level of significance. The results of the study indicated that for hypothesis 1 the variables of GPA, number of developmental courses, level of mathematics courses and mathematics placement score were all significant predictors. For hypothesis 2, the variables of GPA, placement scores in reading and writing, and the number of developmental courses were all significant predictors. For hypothesis 3, the number of developmental courses that a student tested into did have a significant relationship with the student's receiving an Associate in Arts degree. The results are discussed in relation to ensuring that students are better prepared for college-level work by a series of recommendations relating to collaborative efforts between community colleges and local high school districts. In addition, recommendations are made to re-align the developmental mathematics curriculum to effectively prepare students for subsequent college-level mathematics courses.
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Date Issued: 2004
PURL: http://purl.flvc.org/fau/fd/FADT12083
Subject Headings: Community colleges--Florida--Palm Beach County--Sociological aspects, Community college students--Florida--Palm Beach County--Statistics, Academic achievement--Florida--Palm Beach County, Postsecondary education--Research--Florida--Palm Beach County, Algebra
Format: Document (PDF)

Title: The relationship between mobility and academic performance among African-American fifth graders attending urban schools.
Creator: Mabin, Wesley Merle, Jr., Florida Atlantic University, Kerensky, Vasil M.
Abstract/Description: The purpose of this study was to investigate the relationship between mobility and academic performance among African-American fifth grade urban public school students. Blacks in South Florida are a diverse group. As of 1990 the U.S. Census Bureau identified 12 different ethnic groups that comprise the Black ethnic category in Broward County, Florida. The term African-American and the data used in this study reflect the ethnic diversity. This study examined Stanford Achievement Test scores in...
Show moreThe purpose of this study was to investigate the relationship between mobility and academic performance among African-American fifth grade urban public school students. Blacks in South Florida are a diverse group. As of 1990 the U.S. Census Bureau identified 12 different ethnic groups that comprise the Black ethnic category in Broward County, Florida. The term African-American and the data used in this study reflect the ethnic diversity. This study examined Stanford Achievement Test scores in mathematics (SATM) and reading (SATR) over the years 1992, 1993 and 1994. The SATM (N = 2208) and SATR (N = 2178) scores over the three year period were the dependent variables in the study. Gender and mobility were the independent variables of the study. Mobility was divided into three categories of non-mobile, mobile and very mobile. Descriptive statistical procedures were applied to the data. The mean and standard deviations were established for the dependent variables for each year of the study. Analysis of variance was applied to the dependent and independent variables of the study over the three year period of 1992, 1993 and 1994. There were no statistically significant main effects or interactions (p >.05 for all effects). Consequently none of the null hypotheses were rejected. This study supports the conclusion that gender and mobility had no relationship with academic performance in urban African-American fifth grade public school students. Suggestions for further research include: (a) exploration of the linkage of gender and mobility with the variables of socioeconomic status, (b) family structure and character qualities in relationship to academic achievement in urban African-Americans, and (c) the replication of this study in a rural setting with students of a different race.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12504
Subject Headings: Academic achievement--Florida--Fort Lauderdale--Case studies, Student mobility--Florida--Fort Lauderdale--Case studies, Urban schools--Florida--Fort Lauderdale--Case studies, African American students--Florida--Fort Lauderdale--Case studies
Format: Document (PDF)

Title: A Study of School Improvement Plans, School DecisionMaking and Advocacy, and Their Correlation to Student Academic Achievement.
Creator: Curry, Maribel Marcos, Decker, Larry E., Florida Atlantic University
Abstract/Description: Parent involvement literature reveals that parents play an important role in student academic achievement. The School Advisory Councils are the major outlet for parents to engage in decision-making and advocacy skills in Broward County. The School Improvement Plans are the major output of the School Advisory Councils and this document contains many strategies that schools should follow in order to increase achievement. The purpose of this study was to determine if School Improvement Plans and...
Show moreParent involvement literature reveals that parents play an important role in student academic achievement. The School Advisory Councils are the major outlet for parents to engage in decision-making and advocacy skills in Broward County. The School Improvement Plans are the major output of the School Advisory Councils and this document contains many strategies that schools should follow in order to increase achievement. The purpose of this study was to determine if School Improvement Plans and school decision-making and advocacy had any correlation to academic achievement. The researcher investigated this utilizing two research methods: a survey to investigate if school decision-making and advocacy were correlated to student academic achievement; and content analysis to investigate if School Improvement Plans were correlated to student academic achievement. The study gathered data from 38 middle schools and 29 high schools in Broward County, Florida, during the academic year of 2004-2005. The researcher used standard five of the National PTA Standards for Parent/Family Involvement Programs to design the Decision-Making and Advocacy Survey to determine the perceptions of decisionmaking and advocacy. The researcher surveyed two of the key players with leadership roles of the School Advisory Council: the principal and the SAC chairperson. The survey was pilot tested for its reliability. The researcher also used the School Improvement Plan from each middle school and high school in Broward County in order to conduct the content analysis. The survey and content analysis data were analyzed using linear correlation, multiple correlation, and multiple regression. A major finding of this research was the significant correlation between the Math strategies found in the School Improvement Plans and the Math achievement scores, as well as the correlation between the Writing strategies found in the School Improvement Plans and school grades. In general, it can be concluded that the strategies found in the School Improvement Plans may increase student achievement, particularly in Math and Writing.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000660
Subject Headings: Broward County School District (Fla )--Planning, School improvement programs--Florida--Broward County, School management and organization--Decision making, Educational planning--Florida--Broward County, Academic achievement--Florida--Broward County
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)

Title: An examination of the implementation of the Intel Essentials project-based learning model on middle and secondary reading and language arts FCAT student achievement and engagement.
Creator: Wright, Jeremy R., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The purpose of this study was to identify (1) the effectiveness of the Intel Essentials model of project-based learning based on student Florida Comprehensive Assessment test (FCAT) reading scores; (2) the differences in student engagement between students in classes with teachers trained in the Intel Essentials model of project-based learning and teachers not trained in the model as measured by the Beliefs about Classroom Structures Survey; (3) the level of implementation (high, average, or...
Show moreThe purpose of this study was to identify (1) the effectiveness of the Intel Essentials model of project-based learning based on student Florida Comprehensive Assessment test (FCAT) reading scores; (2) the differences in student engagement between students in classes with teachers trained in the Intel Essentials model of project-based learning and teachers not trained in the model as measured by the Beliefs about Classroom Structures Survey; (3) the level of implementation (high, average, or low) of teachers trained in the Intel Essentials model of project-based learning; and (4) any correlation between the level of implementation and the level of student engagement. A total of 32 teachers participated in the study. The teachers were split into 2 groups: the experimental group (N = 16) that participated in the Intel Essentials Training, and the control group (N = 16) that did not participate in the training. The results for this study were mixed. The students of the experimental group teachers (N = 780) had significantly higher (p < .05) FCAT scores than that of the control group students (N = 643). The control group with the exception of Motivating Tasks subscale had significantly higher levels of engagement. The correlation between level of implementation and student engagement produced a moderate negative correlation, meaning that the Intel trained teachers with the highest levels of implementation had the lowest levels of engagement.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/369395
Subject Headings: School improvement programs, Project method in teaching, Mobile communication systems in education, Academic achievement, Methodology, Education, Secondary, Computer-assisted instruction, Florida Comprehensive Assessment Test, Education, Effect of technological innovations on
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: 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.
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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: Effects of teaching mathematics to learning style perceptual preference on academic achievement of seventh-grade middle school students.
Creator: Colarulli, Rosemary, Florida Atlantic University, Kerensky, Vasil M.
Abstract/Description: Teaching methods that are effective with some students, fail with other students, because students perceive and process information differently. The personal preference by which one perceives and processes new material is called one's learning style. Using the Dunn and Dunn Learning Style Inventory assessment instrument, the learning style perceptual preference of 262 seventh grade students from a large, urban, middle school in southeast Florida were identified. This research investigated the...
Show moreTeaching methods that are effective with some students, fail with other students, because students perceive and process information differently. The personal preference by which one perceives and processes new material is called one's learning style. Using the Dunn and Dunn Learning Style Inventory assessment instrument, the learning style perceptual preference of 262 seventh grade students from a large, urban, middle school in southeast Florida were identified. This research investigated the effects of teaching mathematics to the preferred perceptual preference of these students in terms of academic achievement. Four teachers were trained in the Dunn and Dunn learning style teaching model to acquaint them with the experimental treatment used in this study. A pretest-posttest design was used to observe the mean gain in achievement scores on a 25-element assessment between students taught using a traditional teaching format and those taught in the learning style treatment approach. All students in the experimental group were first introduced to new mathematics material with a global story and taught in their primary learning style perceptual preference: (a) auditory, (b) tactile, (c) kinesthetic, or (d) visual. The material was reinforced through their secondary preference and a creative, student-constructed project was shared with the classmates. Several two-way factorial analyses of variance were used to study the treatment effect on the dependent variable. Neither the main effect for treatment nor the interactions between treatment and demographic variables (race, gender, learning styles) were significant at the.05 level. Within the context of this study, teaching through a student's perceptual learning style preference does not appear to be significantly more effective than teaching in a traditional manner.
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Date Issued: 1998
PURL: http://purl.flvc.org/fcla/dt/12552
Subject Headings: Learning, Psychology of
Format: Document (PDF)

Academic achievement (16)	+ -
Florida Comprehensive Assessment Test (6)	+ -
Academic achievement--Florida (3)	+ -
Education (3)	+ -
Educational equalization (3)	+ -

School improvement programs (3)	+ -
Education, Secondary (2)	+ -
Educational leadership (2)	+ -
Educational tests and measurements (2)	+ -
Educational tests and measurements--Florida (2)	+ -
Educational tests and measurements--Florida--Evaluation (2)	+ -
School management and organization (2)	+ -
School management and organization--Decision making (2)	+ -
Academic achievement -- Florida (1)	+ -
Academic achievement -- United States -- Florida (1)	+ -
Academic achievement--Economic aspects--Florida (1)	+ -
Academic achievement--Education (Higher)--Florida (1)	+ -
Academic achievement--Florida--Broward County (1)	+ -
Academic achievement--Florida--Broward County--Case studies (1)	+ -
Academic achievement--Florida--Evaluation (1)	+ -
Academic achievement--Florida--Fort Lauderdale--Case studies (1)	+ -
Academic achievement--Florida--Miami-Dade County (1)	+ -
Academic achievement--Florida--Palm Beach County (1)	+ -
Academic achievement--Social aspects (1)	+ -
Academic achievement--United States (1)	+ -
Academic achievement--United States--Evaluation (1)	+ -
Academic achievement. (1)	+ -
Acculturation (1)	+ -
Activity programs in education (1)	+ -
Advanced placement programs (Education) (1)	+ -

Florida (6)	+ -
United States (4)	+ -
Academic achievement--Florida--Evaluation (2)	+ -
Educational tests and measurements--Florida (2)	+ -
Academic achievement--Florida (1)	+ -

Academic achievement--Florida--Broward County (1)	+ -
Academic achievement--Florida--Palm Beach County (1)	+ -
Block scheduling (Education)--Florida (1)	+ -
Broward County (1)	+ -
Charter schools--Florida--Broward County (1)	+ -
Cognitive styles--Florida--Palm Beach County--Case studies (1)	+ -
Curriculum planning--Florida (1)	+ -
Educational leadership--Florida (1)	+ -
Educational leadership--Florida--Broward County (1)	+ -
Florida Comprehensive Assessment Test (1)	+ -
High school environment--Florida--Broward County (1)	+ -
High schools--Florida--Palm Beach County (1)	+ -
Individualized instruction--Florida--Palm Beach County--Case studies (1)	+ -
Mathematics--Study and teaching (Middle school)--Florida--Palm Beach County--Case studies (1)	+ -
Motivation in education--Florida (1)	+ -
Motivation in education--Florida--Palm Beach County (1)	+ -
Ninth grade (Education)--Florida--Broward County (1)	+ -
Palm Beach County (1)	+ -
Reading (Elementary)--Ability testing--Florida (1)	+ -
Schedules, School--Florida--Palm Beach County (1)	+ -
School improvement programs--Florida--Broward County (1)	+ -
School management and organization--Florida--Broward County (1)	+ -

Florida Atlantic University (31)	+ -
College of Education (11)	+ -
Department of Educational Leadership and Research Methodology (6)	+ -
Kerensky, Vasil M. (4)	+ -
Maslin-Ostrowski, Patricia (4)	+ -

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