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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: 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 impact of teacher retention on student achievement in high school mathematics.
Creator: Rodriguez, Francisco J., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to examine the relationship between teacher retention and student achievement as measured by the Florida Comprehensive Achievement Test (FCAT) Math Developmental Scale Scores (DSS). This study examined the impact of teacher transience on high school student math scores over a three-year period and considered the effect of teacher years of experience in relation to transience and achievement. For the purposes of this study teachers were identified into the...
Show moreThe purpose of this study was to examine the relationship between teacher retention and student achievement as measured by the Florida Comprehensive Achievement Test (FCAT) Math Developmental Scale Scores (DSS). This study examined the impact of teacher transience on high school student math scores over a three-year period and considered the effect of teacher years of experience in relation to transience and achievement. For the purposes of this study teachers were identified into the following four classifications: Stayers, Within District Movers, Cross District Movers, or Beginning teachers. The findings indicated that students of beginning teachers scored significantly lower on the ninth grade math test than students of teachers in the other three classifications. At the 10th grade level there was no significant difference among the teacher transience groups. Based upon the findings, the following conclusion resulted from the study. Since an analysis of the data indicated that teacher retention is likely to improve ninth grade student score gains on the FCAT Math assessment, it is recommended that High School administrators carefully review the teaching assignments of ninth grade math teachers, especially in this era of high stakes testing and accountability.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/369393
Subject Headings: Florida Comprehensive Assessment Test, Academic achievement, Teacher turnover, Teacher effectiveness, Mathematics, Study and teaching (Secondary)
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: "Con respeto": Factors related to the academic performance of Mexican-American fourth graders in selected Florida elementary schools.
Creator: Mosley, Mary Lindquist., Florida Atlantic University, Gray, Mary B., Morris, John D.
Abstract/Description: The purpose of this study was to identify how various student, school, and staff predictors related to the academic performance of Mexican American fourth graders in selected schools as evidenced by their scores on the Florida Writes Assessment as well as on norm referenced achievement tests in reading comprehension and math applications. Three null hypotheses were tested to show if there was a correlation between predictors and these criterion variables: writing skills, reading comprehension...
Show moreThe purpose of this study was to identify how various student, school, and staff predictors related to the academic performance of Mexican American fourth graders in selected schools as evidenced by their scores on the Florida Writes Assessment as well as on norm referenced achievement tests in reading comprehension and math applications. Three null hypotheses were tested to show if there was a correlation between predictors and these criterion variables: writing skills, reading comprehension, and math applications. A sample of 64 students from two Florida districts and twelve elementary schools was obtained. Data were collected from archival sources within each school district as well as from surveys distributed to English Speakers of Other Languages (ESOL) teachers. These were then analyzed to determine correlations with Florida Writes and with Stanford Achievement Test (SAT) as well as California Test of Basic Skills (CTBS) subtests in reading comprehension and math applications. The researcher was most interested in determining the relationship between a language arts pull-out program and achievement of ESOL students at a focal school which was in danger of being identified by the Florida Department of Education as "critically low" in academic performance because of low test scores. Correlations of predictor variables including the pull-out program were analyzed to determine statistical significance. Only the third hypothesis--that relating to math applications--was rejected at a probability level of.05. In this case, three predictors were considered significant: number of Limited English Proficient (LEP) students, number of Mexican American students, and the pull-out program. Because of small sample size and limited applications, no far reaching conclusions were drawn although further study was suggested because the Mexican American population in Florida is growing, and these students have historically not performed well in school. It was also recommended that the Florida Department of Education reconsider the timeline for ESOL student participation in norm referenced testing in writing and reading because most research shows that it takes at least five to seven years for most students to acquire comprehensible second language skills.
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Date Issued: 1998
PURL: http://purl.flvc.org/fcla/dt/12557
Subject Headings: Mexican American students--Florida, Academic achievement, Educational tests and measurements--United States, Education, Elementary--Florida
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 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: 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 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: 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 (5)	+ -
Educational equalization (3)	+ -
Florida Comprehensive Assessment Test (3)	+ -
Education (2)	+ -
Academic achievement -- United States -- Florida (1)	+ -

Academic achievement--Economic aspects--Florida (1)	+ -
Academic achievement--Florida--Miami-Dade County (1)	+ -
Academic achievement--United States (1)	+ -
Academic achievement--United States--Evaluation (1)	+ -
Acculturation (1)	+ -
African American young men--Education (1)	+ -
Aims and objectives (1)	+ -
Competency-based educational tests--Florida (1)	+ -
Developmental studies programs -- United States -- Florida (1)	+ -
Education (Elementary) (1)	+ -
Education and state (1)	+ -
Education, Elementary--Florida (1)	+ -
Education, Secondary--Florida (1)	+ -
Educational attainment -- United States -- Florida (1)	+ -
Educational law and legislation--Florida (1)	+ -
Educational leadership (1)	+ -
Educational tests and measurements (1)	+ -
Educational tests and measurements--Florida (1)	+ -
Educational tests and measurements--United States (1)	+ -
GED tests (1)	+ -
Hispanic American children (1)	+ -
Mathematics (1)	+ -
Mexican American students--Florida (1)	+ -
Minorities (1)	+ -
Minorities--Education--United States (1)	+ -

Florida (4)	+ -
United States (4)	+ -
Palm Beach County (1)	+ -

Florida Atlantic University (6)	+ -
College of Education (5)	+ -
Department of Educational Leadership and Research Methodology (3)	+ -
Maslin-Ostrowski, Patricia (2)	+ -
Bogotch, Ira (1)	+ -

Department of Counselor Education (1)	+ -
Department of Teaching and Learning (1)	+ -
Doyal, Thomas Stacy. (1)	+ -
Floyd, Deborah L. (1)	+ -
Gray, Mary B. (1)	+ -
Hicks, Deedara. (1)	+ -
Hodge, Patricia C. (1)	+ -
Leon, Ana Maria. (1)	+ -
MacKenzie, Donald G. (1)	+ -
Mims, Nancy Griffin. (1)	+ -
Morris, John D. (1)	+ -
Mosley, Mary Lindquist. (1)	+ -
Pain, Karen D. (1)	+ -
Rodriguez, Francisco J. (1)	+ -
Sughrue, Jennifer (1)	+ -
Walker, Lesonie May (1)	+ -
Wanza, Valerie Smith. (1)	+ -

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