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Effects of the four pillars on statewide high school graduation rates
Title
Effects of the four pillars on statewide high school graduation rates.
Creator
Daniel, Harry M., Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
This study investigated the relationship of statewide high school graduation rates of student ethnic groups from 2002 to 2006 to the four policy pillars of the No Child Left Behind (NCLB) Act of 2001: Accountability for Results; Expanded Flexibility and Local Control; Expanded Options for Parents, Strengthening Teacher Quality. The quantitative, non-experimental, multivariate, correlational design addressed four research questions and six hypotheses. The research population was composed of...
Show moreThis study investigated the relationship of statewide high school graduation rates of student ethnic groups from 2002 to 2006 to the four policy pillars of the No Child Left Behind (NCLB) Act of 2001: Accountability for Results; Expanded Flexibility and Local Control; Expanded Options for Parents, Strengthening Teacher Quality. The quantitative, non-experimental, multivariate, correlational design addressed four research questions and six hypotheses. The research population was composed of high school students in all 50 states and the District of Columbia. The predictor variables were the four policy pillars themselves. Data were collected through archival reports from the Education Commission of the States (ECS) and State Accountability Report Workbooks provided by state departments of education to create an index of implementation to determine the extent to which the four policy pillars were implemented. The criterion variable was high school graduation rate split across student ethnic groups. Graduation rates of subgroup student populations were collected from the Average Freshman Graduation Rates archives for the ninth grade cohort entering in 2001 and exiting in 2006. Data were analyzed both by a one-factor correlational analysis of covariance with one covariate to determine the impact of each NCLB policy pillar, and by a four-factor analysis of covariance with one covariate to determine the impact of all NCLB policy pillars together. The study found that no significant relationships existed between any of the four NCLB policy pillars, singularly or between all four of the policy pillars together, and statewide high school graduation rates among any student racial or ethnic subgroups for the academic years covered in the study. Reasons for the lack of significant relationships are a source for further study. It is recommended that such studies examine the effect of policy implementation that currently allows: (a) each state to set its own test and measurement standards or its own criteria for teacher certification; (b) parents to keep their children in failing schools even if those children are also failing; and (c) each state to underfund mandates.
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Date Issued
2014
PURL
http://purl.flvc.org/fau/fd/FA00004099, http://purl.flvc.org/fau/fd/FA00004099
Subject Headings
Academic achievement -- United States, Education and state -- United States, Educational accountability -- United States, Educational equalization -- United States, School improvement programs -- United States, United States -- No Child Left Behind Act of 2001
Format
Document (PDF)
State planning strategies to implement the Scientific Based Research components of the NCLB Act
Title
State planning strategies to implement the Scientific Based Research components of the NCLB Act.
Creator
Mohammed, Shereeza F., Florida Atlantic University, Pisapia, John
Abstract/Description
The recent shift toward favoring the scientific paradigm and evidence-based practice has resulted in the comprehensive use of the term Scientific Based Research (SBR) in the No Child Left Behind Act. This shift to economically introduce scientifically based interventions to nationally raise student achievement has taken on greater significance. The purpose of this study was to determine the relationships among a state's capacity to implement the SBR components, its contextual environment, its...
Show moreThe recent shift toward favoring the scientific paradigm and evidence-based practice has resulted in the comprehensive use of the term Scientific Based Research (SBR) in the No Child Left Behind Act. This shift to economically introduce scientifically based interventions to nationally raise student achievement has taken on greater significance. The purpose of this study was to determine the relationships among a state's capacity to implement the SBR components, its contextual environment, its implementation strategy and the comprehensiveness of its planned policy implementation. The data for Capacity to implement, Context and Strategy were gathered through a 66-item survey sent to State Program Directors for the Title IA, Comprehensive School Reform, and Reading First programs in each of the fifty states. The response rate was 70%. The data for Comprehensiveness came from content analysis of the SBR components found in federally approved state plans. Correlational analysis and multiple regressions were used to elucidate the nature of the relationships among the variables. The study resulted in three major conclusions. First, based on the assumptions of the evaluative literature, the study expected to find that the presence of certain Capacity, Contextual or Strategic factors would favor higher Comprehensiveness of implementation in state plans. However, this study found that some factors: Horizontal Linkages, Amount of Knowledge, Internal and External Technical Assistance, Partnership and Coordination, and Political Support were less useful than expected in producing a comprehensive state plan. Second, policy makers and implementation planners can allocate resources to the following practically significant factors to plan implementation of federal mandates more efficiently: Cross Functional Linkage, Finances, and Negotiation. They can also minimize efforts to utilize Partnerships, Coordination and Horizontal Linkages which though statistically and practically significant, were negatively related factors. Finally, if extra resources are available, the following strategies, all statistically significant but of low practical significance, can used to support the establishment of effective and efficient planning decisions: the Amount and Knowledge of Personnel; Internal Technical Assistance; Political support; and Technical Assistance from External Agencies. Therefore, careful calculation and prioritization of resources by state planners along these guidelines can be used to optimize implementation planning.
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Date Issued
2005
PURL
http://purl.flvc.org/fcla/dt/12175
Subject Headings
School improvement programs--United States, United States --No Child Left Behind Act of 2001, Federal aid to education--United States, Education--Standards--United States, Education and state--United States
Format
Document (PDF)
Administrative Discretion in Public Policy Implementation: The Case of No Child Left Behind (NCLB)
Title
Administrative Discretion in Public Policy Implementation: The Case of No Child Left Behind (NCLB).
Creator
Angervil, Gilvert, Thai, Khi V., Florida Atlantic University, College for Design and Social Inquiry, School of Public Administration
Abstract/Description
This dissertation analyzes administrative discretion in public policy implementation in application of a new framework of integrative approach to administrative discretion developed from deficiencies of the citizen participation, representative bureaucracy, and private-interest groups democracy frameworks. The new framework holds that public agencies use discretion to integrate in decision making views of elected authorities, private-interest groups, public-interest groups, and other groups...
Show moreThis dissertation analyzes administrative discretion in public policy implementation in application of a new framework of integrative approach to administrative discretion developed from deficiencies of the citizen participation, representative bureaucracy, and private-interest groups democracy frameworks. The new framework holds that public agencies use discretion to integrate in decision making views of elected authorities, private-interest groups, public-interest groups, and other groups that seek to influence implementation. The No Child Left Behind (NCLB) policy is used as the case study, and the U.S. Department of Education (DOE) is the implementation setting. The dissertation answers the following question: How integrative of group views was DOE’s discretionary decision making in the implementation of NCLB? This research applies a structured content analysis method that consists of content analysis and a content analysis schedule (see Jauch, Osborn, & Martin, 1980). Using a Likert question, the dissertation developed six integration levels of DOE’s discretionary decision making from not at all integrative to extremely integrative and found that most decisions were very integrative.
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Date Issued
2017
PURL
http://purl.flvc.org/fau/fd/FA00004808, http://purl.flvc.org/fau/fd/FA00004808
Subject Headings
United States.--No Child Left Behind Act of 2001., Education and state--United States--History--21st century., Administrative procedure., Administrative discretion., Public administration--Decision making., Educational accountability--Law and legislation--United States.
Format
Document (PDF)
The true life of a nation; an address, delivered at the invitation of the Erodelphian and Eccritean societies of Miami university, the evening preceding the annual commencement, July 2d, 1856.
Title
The true life of a nation; an address, delivered at the invitation of the Erodelphian and Eccritean societies of Miami university, the evening preceding the annual commencement, July 2d, 1856.
Creator
MacMaster, E. D. (Erasmus Darwin) 1806-1866, Norman, Morrison, & Matthews
Abstract/Description
"Published by request of the societies." Includes verse. Includes bibliographical references. FAU copy has original printed blue decorated wrappers; side stitched with cord.
PURL
http://purl.flvc.org/fau/fd/fauwsb17f29
Subject Headings
Baccalaureate addresses -- 1856, Nationalism and education -- United States, Fourth of July addresses -- 1856, Fourth of July celebrations -- Ohio -- Oxford, Church and state -- United States, Fourth of July orations -- 19th century, Slavery -- United States, Speeches, addresses, etc., American -- 19th century, Poetry, United States -- Politics and government
Format
E-book