Current Search: Educational accountability (x)
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- Title
- PERCEPTIONS OF SELECTED SCHOOL PERSONNEL TOWARD THEIR NEGOTIATED TEACHER EVALUATION PROCEDURES IN THE SCHOOL DISTRICT OF BROWARD COUNTY, FLORIDA.
- Creator
- BENSON, HAYWARD J., JR., Florida Atlantic University, Urich, Ted R.
- Abstract/Description
-
This study was a descriptive analysis of a population of teachers and administrators in the Broward School District to determine how they perceived the teacher evaluation process as prescribed by the negotiated contract between the Broward Classroom Teachers Association and the School Board of Broward County for the school years of 1979 through 1982. A random sample of teachers produced responses from 310 subjects, while the random sample of principals produced responses from eighty subjects....
Show moreThis study was a descriptive analysis of a population of teachers and administrators in the Broward School District to determine how they perceived the teacher evaluation process as prescribed by the negotiated contract between the Broward Classroom Teachers Association and the School Board of Broward County for the school years of 1979 through 1982. A random sample of teachers produced responses from 310 subjects, while the random sample of principals produced responses from eighty subjects. For purposes of this study, subjects were grouped as either (1) Teacher, Elementary; (2) Teacher, Secondary; (3) Principal, Elementary; or (4) Principal, Secondary. The two independent variables in the study consisted of subject by Position and Level. Each independent variable had subjects in two levels; Principals and Teachers in the instance of Position, Elementary and Secondary in the instance of Level. When the data were analyzed, the major hypothesis tested revealed that principals more than teachers regard the evaluation process as an occasion for meaningful dialogue; advance notice of the time for formal evaluation was of little concern to either group; and, both groups perceived evaluations as a means for improving instruction. From the secondary findings, one significant fact was that both teachers and administrators felt that negotiating the evaluation procedures was of little importance; administrators did not feel frustrated nor hindered by some of the procedures. The author expected teachers to be more supportive of the procedures than administrators, however, both groups were essentially neutral.
Show less - Date Issued
- 1984
- PURL
- http://purl.flvc.org/fcla/dt/11853
- Format
- Document (PDF)
- Title
- Literacy instruction, personnel, and governance in state-designated highest and lowest performing schools.
- Creator
- Earley, Deborah L., Florida Atlantic University, Matanzo, Jane Brady
- Abstract/Description
-
The A+ Plan for Education (A+ Plan), the basis of Florida's school accountability system, was instituted in 1999. Public schools are graded from highest (A) to lowest (F) based on student performance on the statewide assessment, the Florida Comprehensive Assessment Test (FCAT). This study investigated the impact of the school grading policy of the A+ Plan on literacy instructional practices, personnel, and governance procedures between Florida public schools graded A and F. Twenty-six...
Show moreThe A+ Plan for Education (A+ Plan), the basis of Florida's school accountability system, was instituted in 1999. Public schools are graded from highest (A) to lowest (F) based on student performance on the statewide assessment, the Florida Comprehensive Assessment Test (FCAT). This study investigated the impact of the school grading policy of the A+ Plan on literacy instructional practices, personnel, and governance procedures between Florida public schools graded A and F. Twenty-six randomly selected schools from 15 school districts agreed to participate. Three groups of participants (N = 136) were associated with the participating schools: (1) Grades 3--10 classroom teachers who taught reading, writing, and/or language arts during the 2001--02 school year; (2) the principal for each school; and (3) the District Director of Curriculum or equivalent position. Teacher participants (n = 107) responded to the Literacy Instructional Practices Survey. This survey collected data concerning the frequency of use of instructional practices related to literacy in six composites: Instructional Groupings, Materials, Decoding Teaching Practices, Comprehension Teaching Practices, Writing Teaching Practices, and Classroom Activities. T-tests were employed to compare the Composite mean scores for the A and F school teacher participants (a = .05). Results revealed no significant differences in the types and frequency of literacy instructional practices between A and F schools. Responses to open-ended questions reported narrowing of curriculum to skills tested by the FCAT and principal expectations to teach to the test. Principal participants (n = 17) and district-level participants (n = 12) completed surveys concerning personnel and school governance practices. Descriptive analyses revealed that 50% of F schools employed Title I literacy teachers compared to 8% of A schools. All principals used informal classroom observation and student achievement on FCAT to evaluate literacy personnel performance. Collaboration among district staff, principals, and teachers concerning school governance decisions was reported. Findings of this study imply that factors other than the types and frequency of literacy instructional practices are affecting a school's grade. Also, high-stakes assessment is impacting curriculum and instruction at A and F schools. Recommendations are made for future research.
Show less - Date Issued
- 2002
- PURL
- http://purl.flvc.org/fau/fd/FADT12016
- Subject Headings
- Educational accountability, Public schools--Florida, Language arts
- Format
- Document (PDF)
- Title
- SOME PREDICTIVE AND ANALYTICAL APPLICATIONS OF ISO-COST AND ISO-QUANT CURVES TO MAXIMIZE BUDGET DISTRIBUTION IN ACHIEVING A MEASURABLE GOAL.
- Creator
- KRUEGER, ANN., Florida Atlantic University
- Abstract/Description
-
In this study a model for the educational administrator is devised using the iso-cost and iso-quant relationships of linear programming. A strategy to identify the maximizing combination of variables to achieve stated goals, given constraints such as time and money, is presented. Also included are examples demonstrating the model's use as an analytical and as a predictive tool in decision making.
- Date Issued
- 1972
- PURL
- http://purl.flvc.org/fcla/dt/13480
- Subject Headings
- School management and organization--Linear programming, Educational accountability
- Format
- Document (PDF)
- Title
- A new look at distributive leadership in title I and non-title I schools: does distributive leadership impact student achievement and school culture?.
- Creator
- Givens, Keietta Latraill, Mountford, Meredith L., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this quantitative study was to determine if there is a difference in how leadership is distributed in Title I and Non-Title I schools and to examine the relationship between distributive leadership and student achievement in Title I and Non- Title I schools. Additionally, the study investigated the relationship between distributive leadership and school culture in Title I and Non-Title I schools. Finally, this study determined if the relationship between distributed leadership,...
Show moreThe purpose of this quantitative study was to determine if there is a difference in how leadership is distributed in Title I and Non-Title I schools and to examine the relationship between distributive leadership and student achievement in Title I and Non- Title I schools. Additionally, the study investigated the relationship between distributive leadership and school culture in Title I and Non-Title I schools. Finally, this study determined if the relationship between distributed leadership, school culture, and student achievement is moderated by Title I status. This study was significant in the realm of education as it explored distributive leadership, its working definition, and possible relationship to increased student achievement and positive school culture. A quantitative method, including three statistical analyses, was implemented to answer each of the five proposed research questions and five corresponding null hypotheses. A bivariate correlation analysis revealed there was not a relationship between distributive leadership and school culture; distributive leadership and student achievement in a middle school setting. Further, a moderation analysis determined that distributive leadership and school culture, distributive leadership and student achievement were not moderated by Title I status. Additionally, a t-test showed there was not a difference in how leadership was distributed within Title I and Non-Title I schools. A discussion of the findings, conclusions, and recommendations for K-12 were explained in detail, followed by suggestions for future research.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fau/fd/FA0004022
- Subject Headings
- Academic achievement, Distributive leadership, Educational accountability, Educational leadership, School management and organization
- Format
- Document (PDF)
- Title
- Fifth-grade teachers' social studies knowledge and beliefs and their relationship to classroom practices.
- Creator
- Harcarik, Michele., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
This mixed methods study investigates the relationship between fifth-grade teachers' social studies knowledge and beliefs and their relationship to classroom practices. Quantitative data were collected through a beliefs and classroom practices survey and 60-item knowledge test covering the areas of American History, America and the World, Political Philosophy and American Government, and The Market Economy, in order to provide a comprehensive picture of fifth-grade teachers' knowledge,...
Show moreThis mixed methods study investigates the relationship between fifth-grade teachers' social studies knowledge and beliefs and their relationship to classroom practices. Quantitative data were collected through a beliefs and classroom practices survey and 60-item knowledge test covering the areas of American History, America and the World, Political Philosophy and American Government, and The Market Economy, in order to provide a comprehensive picture of fifth-grade teachers' knowledge, beliefs, and self-reported classroom practices relating to social studies. Additionally, qualitative data were collected through individual and focus group interviews. These data were used to provide an in-depth look that expanded on fifth-grade teachers' knowledge, beliefs, and self-reported classroom practices relating to social studies. The findings of this study indicate that there is a relationship between teachers' beliefs and their self-reported classroom practices in the areas of resources, best practice, time, the Sunshine State Standards, and personal interest. While there were no significant relationships between teachers' knowledge of social studies as a whole and their self-reported classroom practices, there were several significant correlations found in the areas of American History and Political Philosophy and American Government. Further findings indicate that teaching experience and demographic variables, such as age, gender, and education level moderate some of these relationships. Implications and suggestions for further research are offered for elementary education, teacher education, and the field of social studies.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/369195
- Subject Headings
- Classroom management, Social sciences, Study and teaching (Elementary), Effective teaching, Educational accountability, Teacher effectiveness
- Format
- Document (PDF)
- Title
- A comparative analysis of the success of students placed in the lowest level of remedial coursework taken through CAI versus a traditional remedial education mode of instruction: implications for success, retention and costs.
- Creator
- Vassiliou, John., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was to examine the Computer-Assisted Instructional (CAI) method as an alternative to the Traditional method of instruction for the lowest level of remediation in the content areas of mathematics, reading, and sentence skills, and to specifically determine the comparative effectiveness of these two delivery modes in terms of student success, retention, and costs. The researcher aimed to (a) determine the extent to which ACCUPLACERª mean scores for CAI participants...
Show moreThe purpose of this study was to examine the Computer-Assisted Instructional (CAI) method as an alternative to the Traditional method of instruction for the lowest level of remediation in the content areas of mathematics, reading, and sentence skills, and to specifically determine the comparative effectiveness of these two delivery modes in terms of student success, retention, and costs. The researcher aimed to (a) determine the extent to which ACCUPLACERª mean scores for CAI participants increase based on pre and post measures, (b) investigate the pros and cons fiscally of each method of delivery (CAI vs. Traditional), respectively, (c) examine whether CAI participants are more likely to enroll during the immediately following semester compared to students enrolled in a Traditional course, and (d) investigate the extent to which CAI participants are equally or more likely to complete successfully the course taken during the immediately following semester compared to students enroll ed in a Traditional course. The study consisted of a two-group design (CAI and Traditional), and four dependent variables. All CAI participants (N = 129) were self-selected to participate in the study. A dependent t-test found that CAI participants increased their ACCUPLACER mean scores significantly over time by 22.74 points or 72.6%. A frequency count found that retention rates were slightly higher for the Traditional group (82.3%) in comparison to the CAI group (76.6%), however, chi-square tests did not reveal a statistical significance. Chi-squares found significant increase in success rates for the CAI group as 86% passed their initial course, in comparison to 59.8% of students taught in the Traditional format. CAI participants were found to have greater success (74.1%) in subsequent classes than students taught via the Traditional instructional method (51.9%)., In addition, a straightforward comparison of expense totals between the two groups was conducted to estimate the differences in cost between the groups. The Cost-Effectiveness Analysis (CEA) model used, indicated that CAI is less expensive and more effective than Traditional instruction. The cost per credit analysis projected 54.6% savings if CAI is used as the alternative instructional modality.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3322520
- Subject Headings
- Computer-assisted instruction, Evaluation, Academic achievement, Educational tests and measurements, School improvement programs, Student assistance programs, Educational accountability
- Format
- Document (PDF)
- Title
- Perceptions of tenth-grade mathematics teachers and school administrators toward Florida's school accountability system: The A+ Plan.
- Creator
- Ferrer, Lourdes., Florida Atlantic University, Decker, Larry E.
- Abstract/Description
-
The purpose of this qualitative study was to learn how high school mathematics teachers and school administrators perceived Florida's school accountability system, the A+ Plan. This inquiry was conducted during the spring of 2001, in one of the largest urban school districts in Florida, with a sample of 27 participants, 21 teachers and 6 administrators, pre-selected from a high, an average, and a low performing high school. Data was gathered in the form of tape-recorded interviews, hand...
Show moreThe purpose of this qualitative study was to learn how high school mathematics teachers and school administrators perceived Florida's school accountability system, the A+ Plan. This inquiry was conducted during the spring of 2001, in one of the largest urban school districts in Florida, with a sample of 27 participants, 21 teachers and 6 administrators, pre-selected from a high, an average, and a low performing high school. Data was gathered in the form of tape-recorded interviews, hand written field notes, and document analysis. This study found that the school performance grade, teaching assignment course level, and race or ethnicity were not a source of variability in participants' perceptions. The A+ Plan was unanimously viewed as a bureaucratic reform initiative that used a power coercive approach to obtain compliance. Participants believed that the A+ Plan's fundamental belief that "every child can learn and that no child should be left behind" was unrealistic, and did not share the plan's central assumption that students' performance on the Florida Comprehensive Assessment Test is the direct result of their performance as teachers. They believed that students' natural abilities and personal motivations to learn surpass any other variable in determining the students' level of achievement. The FCAT was judged as an ineffective and unfair tool for teachers' accountability purpose because it did not provide information about students' academic growth in a year, and also, because it compared schools that differed in their students' demographics. The participants believed that they should not be held accountable, punished or rewarded for their students' performance on the FCAT because their students' scores on the mathematics section of the test was the outcome of their previous mathematics experience and English language proficiency. They believed that the school grade was merely a reflection of the school population, and that publicizing grades made the hiring and retention of qualified teachers more difficult and damaged their professional reputation and esteem in the community at large. The participants held that the A+ Plan was creating an environment where teachers perceived their work as more stressful and less rewarding because of what they view as unfair and unrealistic standards.
Show less - Date Issued
- 2001
- PURL
- http://purl.flvc.org/fcla/dt/11967
- Subject Headings
- Mathematics teachers--Florida--Attitudes, Educational change--Florida, Educational accountability--Florida, School administrators--Florida--Attitudes
- Format
- Document (PDF)
- Title
- Florida middle grades pupil progression policies: their effects on middle school student achievement and retention rates.
- Creator
- Murray, Mary A., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
Florida H.B. 7087 (2006a), otherwise known as A++legislation, was created and adopted as a means to increase the rigor and relevance of a public school education, specifically at the middle school and high school levels. The anticipated result of the implementation of this bill was to better prepare middle school students for high school and thereby increase high school student performance and decrease the dropout rate. However, in increasing the promotion standards for middle grade students,...
Show moreFlorida H.B. 7087 (2006a), otherwise known as A++legislation, was created and adopted as a means to increase the rigor and relevance of a public school education, specifically at the middle school and high school levels. The anticipated result of the implementation of this bill was to better prepare middle school students for high school and thereby increase high school student performance and decrease the dropout rate. However, in increasing the promotion standards for middle grade students, interpretation and implementation have created additional barriers to grade level advancement. As a result, the possibility now exists for more students and especially those already at-risk of failure will be subject to higher retention rates. This may place them further at-risk of poor academic performance and of potentially dropping out of school, an opposite effect of the intent of the bill. This study was designed to evaluate the impact of the revised policies on middle school students.
Show less - Date Issued
- 2010
- PURL
- http://purl.flvc.org/FAU/2683536
- Subject Headings
- Education and state, Educational tests and measurements, Educational accountability, Achievement in education
- Format
- Document (PDF)
- Title
- Specific learning disability services: Benefit or risk?.
- Creator
- Braynen, Viva, Florida Atlantic University, Pisapia, John
- Abstract/Description
-
The educational reforms of the last two decades have placed an increased demand on accountability and refocused efforts toward maximum achievement for all students, including those with disabilities. The goals of such reforms are that no child is left behind in achieving high standards. Under these reforms, exceptional education students who seek to earn a standard high school diploma are being held to the same standards as regular education students. This study provides information on the...
Show moreThe educational reforms of the last two decades have placed an increased demand on accountability and refocused efforts toward maximum achievement for all students, including those with disabilities. The goals of such reforms are that no child is left behind in achieving high standards. Under these reforms, exceptional education students who seek to earn a standard high school diploma are being held to the same standards as regular education students. This study provides information on the achievement of students with specific learning disabilities (SLD) in the standard diploma program in the Broward County School system. Students included in this study, were in the 10th grade during the 2003-2004 school year and were administered the 10th grade Sunshine State Standards (SSS) FLAT. They also were enrolled in the standard diploma program and had been diagnosed with a Specific Learning Disability. In addition, enrollment in the Broward County School system for a minimum of seven consecutive years was mandatory along with having FCAT SSS scores in both reading and math for three consecutive years. A sample of all of the students (N=278) that met the specified criteria was utilized. To investigate the relationship among the variables---achievement, ESE services, socioeconomic status, ethnicity, and gender---correlations, descriptive statistics, and regressions were used. Some of the findings were that students have a higher pass rate on the math achievement test (57 percent passed) than they do on the reading achievement test (32 percent passed). However, Black, Hispanic, and White students did not benefit equally from ESE services. Further, a statistically significant moderate correlational relationship exists between FCAT reading and FCAT math scores. This research explained less than a quarter of the variation in the achievement levels analyzed; therefore, further longitudinal research is needed to continue to evaluate the effectiveness of special education programs.
Show less - Date Issued
- 2005
- PURL
- http://purl.flvc.org/fcla/dt/12184
- Format
- Document (PDF)
- Title
- Teacher perspectives on the effect of the Florida Public Accountability System on the middle school classroom.
- Creator
- Roberts, Helen, Florida Atlantic University, Jurenas, Albert C.
- Abstract/Description
-
The Florida Public Accountability System and the Florida Comprehensive Assessment Test, FCAT, have been in use since 1996. Since that time, schools have received grades, rewards and sanctions for performance, promotion requirements have changed, and the results of the FCAT are published annually for public scrutiny. With testing required in grades 3 through 11, middle schools (grades 6--8) must test all the students in their schools. A literature review revealed that, although achievement...
Show moreThe Florida Public Accountability System and the Florida Comprehensive Assessment Test, FCAT, have been in use since 1996. Since that time, schools have received grades, rewards and sanctions for performance, promotion requirements have changed, and the results of the FCAT are published annually for public scrutiny. With testing required in grades 3 through 11, middle schools (grades 6--8) must test all the students in their schools. A literature review revealed that, although achievement studies, drop out studies, and other data had been analyzed, little research focused on the impact of the FCAT from the perspective of the classroom teacher. This study examines the impact of the Florida Public Accountability System and the FCAT on the middle school classroom from the teacher's perspective. A survey of 130 middle school teachers was conducted in the spring of 2004. The study included closed-ended questions and space for additional comments. The impact was measured based on three variables, the impact on instructional methodologies, the impact on the quality of education and the impact on job satisfaction. Each of these variables was further analyzed to see if the grade of the school in which the teacher works has an effect on their responses to the survey. Furthermore, an analysis was conducted to determine if the subject area which the teacher teaches affected responses to the survey. Results indicate that responses are split on the majority of questions relating to the impact of the FCAT and the Florida Public Accountability System on both the instructional methodologies in classrooms and on the quality of education. These results showing both positive and negative responses between individual teachers indicate a lack of agreement within the teaching profession and create an interesting dynamic for school leaders. The results indicate less disagreement on the effects on job satisfaction with teachers reporting little impact on their own personal job satisfaction however, more impact on staff morale. A school's grade did not appear to influence differences in responses. However, the subject areas that a teacher reported teaching did seem to influence teacher responses. With increasing emphasis on accountability in mind, including Federal No Child Left Behind requirements, further research in this area is recommended.
Show less - Date Issued
- 2005
- PURL
- http://purl.flvc.org/fcla/dt/12160
- Subject Headings
- Educational accountability--Florida, Educational tests and measurements--Florida, Academic achievement--Florida, Florida Comprehensive Assessment Test, Middle school education, Middle school teachers--Florida--Attitudes
- Format
- Document (PDF)
- 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.
Show less - 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)
- Title
- Florida's performance accountability system and the effectiveness of workforce education providers.
- Creator
- Cunningham, Richard G., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
This study investigated performance based accountability in Florida's system of workforce education in Florida's state colleges and school districts. In Florida, workforce education is governed by Florida State Statute (K-20 Education Code Chapter 1004). The purpose of this study was to determine the cost-effectiveness of Florida's performance accountability policy as applied to workforce education. Additionally, it analyzed the impact of performance accountability on performance by the...
Show moreThis study investigated performance based accountability in Florida's system of workforce education in Florida's state colleges and school districts. In Florida, workforce education is governed by Florida State Statute (K-20 Education Code Chapter 1004). The purpose of this study was to determine the cost-effectiveness of Florida's performance accountability policy as applied to workforce education. Additionally, it analyzed the impact of performance accountability on performance by the providers of workforce education - state colleges and school districts, and the value for investment achieved by the policy over the time period. The study was guided by three questions: (a) What is the relationship between effectiveness and year? (b) Is the relationship between effectiveness and year moderated by each of the contextual variables? (c) To what extent does each of the contextual variables predict performance and effectiveness? This study utilized a non-experimental quantitative research design and a costeffectiveness analysis framework. The unit of analysis was the providers of workforce education in the State of Florida. This study was framed by the outputs and outcomes the workforce education service providers achieve and the alterable and unalterable variables which might influence the provision of workforce education. Performance was measured through two measures: quantity of outputs, and quality of outcomes. The alterable and unalterable variables included: the type of institution delivering the service, either state college or school district; the delivery model used in each delivery area, either single or dual-delivery; and population characteristics, the percentage of students economically disadvantaged, the percentage of minorities, and the percentage of males. The study used correlation and regression techniques to analyze the longitudinal impact of the performance accountability system.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3332176
- Subject Headings
- Evaluation, Evaluation, School districts, Evaluation, Postsecondary education, Evaluation, Adult education and state, Evaluation, Educational accountability
- Format
- Document (PDF)
- 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.
Show less - 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)
- Title
- Factors related to time necessary for degree completion for the 1985-1986 freshman classes at Florida Atlantic University.
- Creator
- Butler, Cynthia W., Florida Atlantic University, MacKenzie, Donald G.
- Abstract/Description
-
The purpose of this study was to identify factors that predict the length of time a student takes to complete a bachelor's degree. Multiple regression analysis was used to predict the criterion, number of semesters to graduation, from the 33 predictors derived from a questionnaire. Seventy-four percent of the variance in semesters to graduation (F(33,40) = 3.51, p
Show moreThe purpose of this study was to identify factors that predict the length of time a student takes to complete a bachelor's degree. Multiple regression analysis was used to predict the criterion, number of semesters to graduation, from the 33 predictors derived from a questionnaire. Seventy-four percent of the variance in semesters to graduation (F(33,40) = 3.51, p < .0002) was accounted for by the predictors. A subset analysis revealed that 43% (F(9,94) = 7.95, p < .0001) of the variance in number of semesters to graduate was accounted for by the nine predictors judged to be best. These predictors were previous credits earned, change of major, effects of major change, enrollment status, social interaction with faculty, sense of belonging, perception of the academic experience, perception of performance, and expectation of time to graduate. Cross-validation of this subset of predictors yielded an R^2 of .148. This level of shrinkage was due to the small sample size in relation to the number of predictors.
Show less - Date Issued
- 1994
- PURL
- http://purl.flvc.org/fcla/dt/12370
- Subject Headings
- Florida Atlantic University--Degrees
- Format
- Document (PDF)
- Title
- The Florida Migrant Education Program: an analysis of programmatic and expenditure practices.
- Creator
- Murray, Robert W., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The Migrant Education Program was enacted by Congress in 1966 as an amendment to the Elementary and Second Education Act of 1965. Today Title 1, Part C, of the No Child Left Behind Act of 2001 provides funding to states and subsequently to local educational agencies (LEAs) to provide educational programs and services to children of migratory farm workers. These funds are intended to enable these unique children to have access to state standards-based curriculum and to find success on...
Show moreThe Migrant Education Program was enacted by Congress in 1966 as an amendment to the Elementary and Second Education Act of 1965. Today Title 1, Part C, of the No Child Left Behind Act of 2001 provides funding to states and subsequently to local educational agencies (LEAs) to provide educational programs and services to children of migratory farm workers. These funds are intended to enable these unique children to have access to state standards-based curriculum and to find success on standards-based assessments. This study examined the LEA utilization of funds awarded to the State of Florida under Title 1, Part C, from AY2007-09, identified the specific activities implemented by LEAs to meet the unique educational needs of the migrant students, and analyzed the impact of total student membership, total migrant entitlement, and concentration of migrant students relative to the total LEA student membership on the utilization of the funding. The study demonstrated that the Federal Office of Migrant Education policies and rules promulgated by the State of Florida channel funding away from educational activities for the students to non-academic expenditures.
Show less - Date Issued
- 2010
- PURL
- http://purl.flvc.org/FAU/2683135
- Subject Headings
- Immigrants, Education, Economic aspects, Children of migrant laborers, Education, Economic aspects, Children of migrant laborere, Education, Social aspects, Migrant labor, Education, Economic aspects, Educational accountability
- Format
- Document (PDF)
