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Title: Why Parents Choose Non-Denominational Private Schools for Their Children: Preferences In International Settings.
Creator: Segovia Bonet, Jorge, Reyes-Guerra, Daniel, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study offers a better understanding of the reasons why parents from six different countries across the Western hemisphere chose private, non-denominational schools for their children’s education. The findings deepen the knowledge in what is currently an underdeveloped field of research in education. The overarching research question was: What are the primary reasons why parents chose a private nondenominational school in Mexico, Spain, Costa Rica, United States, United Kingdom, and South...
Show moreThis study offers a better understanding of the reasons why parents from six different countries across the Western hemisphere chose private, non-denominational schools for their children’s education. The findings deepen the knowledge in what is currently an underdeveloped field of research in education. The overarching research question was: What are the primary reasons why parents chose a private nondenominational school in Mexico, Spain, Costa Rica, United States, United Kingdom, and South Africa for their children’s education? To explore this question in depth, the researcher considered five sub-questions and employed a grounded theory qualitative research design. Data were collected twofold through focus groups and individual interviews and analyzed iteratively to develop a fresh theoretical perspective on the topic of parent school choice. Extant literature explains that the most frequent reasons to choose a private school include quality of education, location, participation of parents and being able to be heard, financial resources, and parents’ prior educational experiences. Contributing to the literature, this study revealed four major reasons for private school selection: consideration of private education as an investment for the future, smaller class size, the opportunity for students and their families to establish social contacts, and the academic quality of the school. In addition, three reasons specific to certain countries were identified: importance of learning the English language, quality of the facilities, and extended school day. Finally, eight additional secondary reasons were found including: international character of the school, happiness of the students in the school, distance from parents’ home, quality of the environment, prestige or tradition of the school, private management and organization, values and ethos of the school, and the non-denominational nature of the school. These findings can help private—and public—school administrators make better decisions to improve the quality of their educational offerings in knowing what parents most value. Parents may also find value in understanding the factors for consideration when evaluating public versus private school options. Finally, recommendations for practice and research for the field of education are offered.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013260
Subject Headings: Private schools, Parents, School choice, International
Format: Document (PDF)

Title: A DEVELOPMENTAL MODEL FOR BROADLY REPRESENTATIVE STATE ORGANIZATIONS OF PRIVATE SCHOOLS.
Creator: SIKKENGA, ROGER WAYNE, Florida Atlantic University
Abstract/Description: This study presents a model for the development of statewide organizations of private schools. The model is intended for use in states where such organizations are not now existent or where existing organizations are in need of strengthening. Literature reviewed for the study included the history of private education in America, the development of one such state organization--The Florida Association of Academic Nonpublic Schools (FAANS), the need for, benefits of, and advantages of such...
Show moreThis study presents a model for the development of statewide organizations of private schools. The model is intended for use in states where such organizations are not now existent or where existing organizations are in need of strengthening. Literature reviewed for the study included the history of private education in America, the development of one such state organization--The Florida Association of Academic Nonpublic Schools (FAANS), the need for, benefits of, and advantages of such organizations and the cautions and problems inherent in their development. The methodology involved use of two extensive survey questionnaires sent to twelve selected State Education Agency officials in the public sector of education, and the heads of eight selected existing statewide organizations of private schools. The analysis of collected data and formulation of generalizations and conclusions from those data led to the suggested process for development of statewide organizations of private schools. Conclusions drawn from the study included the following: (1) Private education is growing, is more diverse than ever, and is coming together into statewide associations of private schools. Twenty-five such statewide associations of private schools are now formally organized. (2) Communication among private schools and between the private and public sectors of education is a serious problem in most states surveyed and must be improved. (3) Private school leadership within each state must work together to meet common needs and resolve common problems. They must then join hands with public educators forming a partnership to improve educational opportunities for all the state's children. (4) Wide variation exists within the states surveyed in regards to the amount and type of state regulation of private education, state aid to private education, and the state's knowledge about private schools within each state. (5) Private school organizations within states must be broadly representative of all private education within the state. (6) Private school organizations should avoid becoming overly aggressive in seeking state and federal aid in goods and services. (7) Private education leaders must take the initiative in establishing communication and working relationships first among themselves and then with their counterparts in public education. (8) The state education agencies must view private education as a partner in education, must establish a liaison office within the department, and must take seriously the several laws mandating assistance for private schools and their students within the states. The model includes a study of factors influencing effective organizational development, recommendations for membership, a discussion of potential organizational goals and objectives, and a step-by-step plan for beginning such an organization. Implementation of the model is shown to vary from state to state due to differences in state laws and regulations, the political climate of the state, and the nature of and working relationships among private schools within each state.
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Date Issued: 1980
PURL: http://purl.flvc.org/fcla/dt/11768
Subject Headings: Florida Association of Academic Nonpublic Schools, Private schools, School management and organization
Format: Document (PDF)

Title: The attitudes of certain parents of elementary school children and their teachers toward various school choice plans.
Creator: Bacallao, Mary Kay, Florida Atlantic University, Morris, John D., Gray, Mary B.
Abstract/Description: This study investigated the degree of agreement parents and teachers in public and private schools had with full school choice in the form of tuition vouchers. The school choice attitude assessment instrument was developed for this purpose and determined to be reliable. The surveys were administered to 416 volunteer respondents. Significant differences were found in the voucher subscale score obtained from parents and teachers. The parents were more favorable to the concept of school choice F...
Show moreThis study investigated the degree of agreement parents and teachers in public and private schools had with full school choice in the form of tuition vouchers. The school choice attitude assessment instrument was developed for this purpose and determined to be reliable. The surveys were administered to 416 volunteer respondents. Significant differences were found in the voucher subscale score obtained from parents and teachers. The parents were more favorable to the concept of school choice F(1, 412) = 10.80, p < .00625. Private school parents and teachers were more positive about school choice than public school parents and teachers, F(1, 412) = 46.63, p < .00625. There was also an interaction between role (parent or teacher) and institution (public or private). The interaction was disordinal; private school teachers had a higher mean than private school parents while public school teachers had a lower mean than public school parents, F(1, 412) = 8.45, p < .00625. The demographic variables of education, age, race, and family income were not significantly related to the voucher subsale score. The demographic variables of education, age, race, and family income were not significantly related to the voucher subsale score. Republicans were found to be more favorable to the concept of school choice than Democrats, F(1, 3) = 3.84, p < .00625. Teacher union members were less favorable toward the concept of full school choice than non-union respondents, F(1, 1) = 67.57, p < .00625. The uniform (with additions) voucher was the most popular, chosen by 38.8% of the respondents. Consequently, full school choice programs in the public schools will probably receive more support from parents than teachers. In the future, full school choice programs will probably originate from outside the public school system.
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Date Issued: 1996
PURL: http://purl.flvc.org/fcla/dt/12458
Format: Document (PDF)

Title: A COMPARATIVE STUDY OF THE BASIC SKILLS ATTAINMENT OF SIXTH GRADE PUPILS IN PUBLIC AND PRIVATE SCHOOLS IN VOLUSIA COUNTY.
Creator: TRAVIS, DONALD O'NEIL, Florida Atlantic University, College of Education, School of Public Administration
Abstract/Description: At the time of this study the private schools in Volusia County were enjoying much publicity portraying them as institutions that provided a "better" quality of education for their students. A review of the literature revealed this view to be shared by many evaluators of current education programs. The findings of these evaluators were based on varying methodologies of obtaining data. In most cases, the public school students and the private school students were compared in unmatched groups....
Show moreAt the time of this study the private schools in Volusia County were enjoying much publicity portraying them as institutions that provided a "better" quality of education for their students. A review of the literature revealed this view to be shared by many evaluators of current education programs. The findings of these evaluators were based on varying methodologies of obtaining data. In most cases, the public school students and the private school students were compared in unmatched groups. This study takes issue with the methodology used in those previous studies. The number of intervening variables allowed to interact makes the results suspect. In the present study, public and private school students were matched on five variables: sex, ethnic background, socioeconomic level, geographical location, and IQ. This decreased the number of intervening variables allowed to interact between the groups. The sixth grade students of seven private schools in Volusia County participated in the study. For each of the 187 private school students, a public school sixth grade student of the same sex, ethnic background, socioeconomic status, geographical region, and IQ was chosen. These students were given the Comprehensive Test of Basic Skills in Mathematics, Language and Reading. Comparison of scores between groups showed that the public school sample scored significantly higher on the Comprehensive Test of Basic Skills than the private school students. The public school students had a mean standard score of 535 compared to a mean of 500 for private school students. Converted to grade equivalents, the scores of public school students yielded a mean placement of eighth grade, seventh month versus seventh grade, seventh month for private school students. This reflected an achievement level one year greater for the public school student than the private school student. When these results were submitted to careful statistical controls, it was found the assumption of homogeneity of variance was not violated.
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Date Issued: 1981
PURL: http://purl.flvc.org/fcla/dt/11791
Subject Headings: Private schools--Florida--Volusia County--Evaluation, Public schools--Florida--Volusia County--Evaluation, Sixth grade (Education)
Format: Document (PDF)

Title: The threat of school choice and changes in public school organizations.
Creator: Thompson, Jeanethe D., Florida Atlantic University, Pisapia, John
Abstract/Description: This study tested the assumption that faced with the threat of losing students via vouchers public school principals would make changes in their organizational practices to improve their schools and avoid this occurrence. Two variables were investigated: (a) the level of threat and (b) school organizational practices. Data were collected using a 55-item mail survey-questionnaire, structured to assess changes in school organizational practices perceived by teachers at the randomly selected...
Show moreThis study tested the assumption that faced with the threat of losing students via vouchers public school principals would make changes in their organizational practices to improve their schools and avoid this occurrence. Two variables were investigated: (a) the level of threat and (b) school organizational practices. Data were collected using a 55-item mail survey-questionnaire, structured to assess changes in school organizational practices perceived by teachers at the randomly selected schools. The School Organization Teacher Survey was field-tested twice to check reliability and validity. Cronbach alpha values were 0.88 and 0.93 for the pilots. The unit of analysis for this study was the school. Eight hundred (800) surveys were sent to 160 schools; 331 representing 112 schools were completed and returned for a response rate of 71.3%. Descriptive statistics, multiple regression, and analysis of variance techniques were utilized to determine whether and to what degree relationships existed between the independent variable of grade and threat and the dependent variable of change in the organizational practices by the principals. The results of this study are consistent with the literature on public school choice or market theory. First, a strong relationship was found between school choice and changes in school organizational practices. Faced with the voucher threat, Florida public school principals made changes in teaching conditions, enhancing opportunities for student learning, and encouraging parental involvement. Second, the level of threat felt dictated the level of response by principals. Principals at low performing schools felt a greater sense of urgency and responded more quickly and to a greater degree. Principals at high performing schools, on the other hand, did not feel this threat and did not make changes in their organizational practices. The results from this provide support for the use of choice as a mechanism for school reform, since, as the results indicate, principals made changes in their practices to improve the performance of their students when faced with the threat of losing students to other schools through vouchers or opportunity scholarships.
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Date Issued: 2004
PURL: http://purl.flvc.org/fau/fd/FADT12107
Subject Headings: School choice--United States, School management and organization--United States, Educational equalization--United States, Charter schools--United States, Privatization in education--United States
Format: Document (PDF)

Title: Comparison of perceptions of private school administrators and teachers on selected methods of teacher evaluation.
Creator: Manasseh, Nancy Marie., Florida Atlantic University, Gray, Mary B.
Abstract/Description: Sound evaluation of education personnel is linked to effective teacher practices. Private schools are taking an increasing responsibility for schooling the nation's youth. Presently, there is no formal statewide teacher evaluation program in the private school sector. To assist in the development of an evaluation program, this study investigated the perceptions of private school administrators and teachers on selected methods of teacher evaluation. Private school administrators' perceptions...
Show moreSound evaluation of education personnel is linked to effective teacher practices. Private schools are taking an increasing responsibility for schooling the nation's youth. Presently, there is no formal statewide teacher evaluation program in the private school sector. To assist in the development of an evaluation program, this study investigated the perceptions of private school administrators and teachers on selected methods of teacher evaluation. Private school administrators' perceptions of evaluation methods are important since their views can influence the methods they accept. Teachers' perceptions of evaluation methods are important since their views influence their levels of support for the total system. The sample of this study consisted of personnel from private schools in Broward and Palm Beach Counties accredited by the Florida Council of Independent Schools. These educators expressed their opinion of nine selected methods of assessment of teaching effectiveness. A survey was taken of the perceptions of the two groups. Each administrator and teacher was asked to rate the level of agreement of how accurate she/he believed the method of evaluation was in assessing the effectiveness of teaching. Teachers and administrators were divided into independent groups by the variable "position." Data analysis was done to reflect differences in the attitudes of teachers and administrators toward certain methods of evaluation. A.05 alpha level of significance was used. Responses to the survey indicated that respondents were essentially neutral. The average response among the administrators and teachers tended to be close to three on a 1 (strongly agree) to 5 (strongly disagree) scale. This reflected the level of agreement or disagreement on the accuracy of each method as an assessment tool of effective teaching for all items on the questionnaire. An independent samples t-test was used to compare means of each variable across the independent groups. Results indicated that the null hypotheses, which stated that there were no significant differences in the way each group perceived nine selected methods of teacher evaluation (p >.05), could not be rejected. Suggestions for future research include a replication of this study using a larger sample as well as including the variables of gender, experience, and grade level. Implementation of inservice workshops that prepare private school administrators to evaluate teachers is also recommended. Such programs would improve the evaluation skills of administrators. Teacher participation in the development of an evaluation program in the private school system is also recommended. This study also showed that 5.9% of the teacher sample were never evaluated. Another 28.4% were evaluated only once a year. This investigation further demonstrated the fact that 17.6% of the teacher sample were not certified to teach and 1% did not have a college degree.
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Date Issued: 1996
PURL: http://purl.flvc.org/fcla/dt/12460
Subject Headings: Teachers--Rating of--Florida, Teaching--Florida--Evaluation, Teacher-administrator relationships, Private schools--Florida
Format: Document (PDF)

Title: An address delivered at the opening of the Brooklyn Female Academy : on Monday evening, May 4, 1846.
Creator: Sprague, William B. (William Buell) 1795-1876, Pease, Erastus H. 1807-
Abstract/Description: By William B. Sprague, D.D., of Albany.
PURL: http://purl.flvc.org/fau/fd/fauwsb14f1
Subject Headings: Brooklyn Female Academy (New York, N.Y.), Private schools -- New York (State) -- New York, Speeches, addresses, etc., American -- 19th century, Women -- Education (Higher) -- New York (State) -- New York
Format: E-book

FAU Theses and Dissertations (6)	+ -
Speeches (1)	+ -

Private schools (2)	+ -
Brooklyn Female Academy (New York, N.Y.) (1)	+ -
Charter schools--United States (1)	+ -
Educational equalization--United States (1)	+ -
Florida Association of Academic Nonpublic Schools (1)	+ -

International (1)	+ -
Parents (1)	+ -
Private schools -- New York (State) -- New York (1)	+ -
Private schools--Florida (1)	+ -
Private schools--Florida--Volusia County--Evaluation (1)	+ -
Privatization in education--United States (1)	+ -
Public schools--Florida--Volusia County--Evaluation (1)	+ -
School choice (1)	+ -
School choice--United States (1)	+ -
School management and organization (1)	+ -
School management and organization--United States (1)	+ -
Sixth grade (Education) (1)	+ -
Speeches, addresses, etc., American -- 19th century (1)	+ -
Teacher-administrator relationships (1)	+ -
Teachers--Rating of--Florida (1)	+ -
Teaching--Florida--Evaluation (1)	+ -
Women -- Education (Higher) -- New York (State) -- New York (1)	+ -

Educational vouchers--United States (1)	+ -
Private schools--United States (1)	+ -
Public schools--United States (1)	+ -
School choice--United States (1)	+ -

Electronic Thesis or Dissertation (6)	+ -
speech (1)	+ -

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