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Examining the Effectiveness of Turnaround Models in Florida Public Schools
Title
Examining the Effectiveness of Turnaround Models in Florida Public Schools.
Creator
Fulton, Angela R., Shockley, Robert, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
Improving student performance in America’s chronically underperforming schools has been a challenge for many decades. Despite various school reforms, little to no progress has been shown. Schools have continued to fail, and achievement gaps have widened. The current state of schools has called for a drastic intervention. School turnaround has emerged as the country’s response to improving persistently-low performing schools. This study was designed to determine if the turnaround models...
Show moreImproving student performance in America’s chronically underperforming schools has been a challenge for many decades. Despite various school reforms, little to no progress has been shown. Schools have continued to fail, and achievement gaps have widened. The current state of schools has called for a drastic intervention. School turnaround has emerged as the country’s response to improving persistently-low performing schools. This study was designed to determine if the turnaround models outlined in the federal school improvement grant (SIG) were effective in improving student performance in low-performing schools in Florida. Specifically, this study investigated the impact of the transformation and turnaround intervention models on student achievement. This study also sought to determine if size (school enrollment), socioeconomic status (FRL), minority enrollment rates (Black and Hispanic), as well as principal gender, race, and years of experience moderate the relationship between the intervention model used and student achievement. The ultimate objective was to determine if turnaround intervention models improved student performance in low-performing schools in Florida. A quantitative method, including three statistical analyses, was employed to respond to three research questions and test nine corresponding null hypotheses. Florida’s 69 SIG Cohort I schools were identified for data collection and analysis. A t test analysis revealed there was not a significant difference in the performance of the transformation and turnaround model schools as measured by percent of points earned towards school grade. Further, chi square analysis revealed there was not a relationship between the model (transformation or turnaround) and school grade. Additionally, multiple regression analysis revealed none of the moderator variables were statistically significant. A discussion of the findings, implications for policy and practice, and recommendations for turnaround are explained in detailed, followed by suggestions for future research.
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Date Issued
2018
PURL
http://purl.flvc.org/fau/fd/FA00013131
Subject Headings
Public schools--Florida, School improvement programs--Florida--Evaluation, Student achievement, Academic achievement--Florida
Format
Document (PDF)
An Examination of Academic Performance of Haitian- Creole- and Spanish-Speaking English Language Learners Based on the Number of Years in the ELL program
Title
An Examination of Academic Performance of Haitian- Creole- and Spanish-Speaking English Language Learners Based on the Number of Years in the ELL program.
Creator
Augustin, Ducarmel S., 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 examine the relationship between Haitian-Creole and Spanish-speaking English Language Learners students’ number of years in the ELL program and their academic achievement as indicated by performance on the third-grade Florida Comprehensive Achievement Test Reading. This study also sought to determine if elementary school size (total student population), ELL student count (total number of ELL students in a school), school socioeconomic status (percentage...
Show moreThe primary purpose of the study was to examine the relationship between Haitian-Creole and Spanish-speaking English Language Learners students’ number of years in the ELL program and their academic achievement as indicated by performance on the third-grade Florida Comprehensive Achievement Test Reading. This study also sought to determine if elementary school size (total student population), ELL student count (total number of ELL students in a school), school socioeconomic status (percentage of free and reduced lunch), student gender, and student home language (Haitian-Creole and Spanish), individual SES, and individual Idea Proficiency Test moderate the relationship. The study included data analysis using quantitative methods for the 141 elementary schools in school district. A bivariate correlation of the Pearson Correlation value (r = -.021, p > .05) was used to test the relationship between the number of years in the ELL program and achievement results for third-grade student FCAT Reading proficiency and the moderator variables (elementary school size, ELL student count, school SES, student gender, student home language, individual SES, and IPT individual score). Later, a multiple regression was used to test the moderation hypotheses. The study found that the degree of relationship between the number of years students are in the ELL program and FCAT scores of Haitian-Creole- and Spanishspeaking English Language Learner students is higher as SES increases. As SES decreases, so does the relationship. Of the 1,204 records reviewed, 423 were classified as Haitian-Creole-speaking students versus 782 classified as Spanish-speaking students. Only 16% of the students scored a level 3-5 (passed as proficient) as opposed to 84% who scored a level 1-2 (non-proficient). The study reveals a need for further research to investigate the impact that ELLs’ SES as well as the school’s SES has on the school’s achievement.
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Date Issued
2016
PURL
http://purl.flvc.org/fau/fd/FA00004654, http://purl.flvc.org/fau/fd/FA00004654
Subject Headings
English language -- Study and teaching -- Foreign speakers, School improvement programs -- Florida, Second language acquisition
Format
Document (PDF)
elementary principal's role in promoting reading improvement
Title
The elementary principal's role in promoting reading improvement.
Creator
Hillard, Lurana Case., Florida Atlantic University, Guglielmino, Lucy M.
Abstract/Description
The primary purpose of this study was to determine if there were commonalities in the approaches of ten elementary school principals in the state of Florida identified as "success stories" in leading reading improvement in their schools in 2002 shortly after enactment of the No Child Left Behind Act at the national level and the Just Read, Florida! initiative at the state level. A secondary purpose of the study was to determine if a relationship existed between the elementary school...
Show moreThe primary purpose of this study was to determine if there were commonalities in the approaches of ten elementary school principals in the state of Florida identified as "success stories" in leading reading improvement in their schools in 2002 shortly after enactment of the No Child Left Behind Act at the national level and the Just Read, Florida! initiative at the state level. A secondary purpose of the study was to determine if a relationship existed between the elementary school principals' reported success in leading reading improvement at their schools and reported level of agreement with the Survey Form for Elementary Principals , (Hillard, 2005), the Instructional Leadership Behavior Checklist (McEwen, 1997), and the Self-Directed Learning Readiness Scale (Guglielmino, 1977/78). In a qualitative analysis of selected interview questions, five major themes emerged: Philosophical Framework, Human Resources, Programs/Strategies, Use of Data, and Use of Federal and State Initiatives and Information. The principals had initiated reading improvement before the Just Read, Florida! initiative had begun. When analyzing the Survey Form for Elementary Principals and the Instructional Leadership Behavior Checklist (McEwen, 1997), a pattern of high agreement emerged with a majority of the statements that earned average scores in the range of 4.0 to 5.0. On the Self-Directed Learning Readiness Scale (Guglielmino, 1977/78), the principals' scores were exceptionally high, comparable with those of the top entrepreneurs in the United States. The overarching conclusion of the study centers on the identification of these exemplar principals as "educational entrepreneurs" who employ innovation, teacher empowerment, shared leadership, and reliance upon data to lead reading improvement in their schools.
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Date Issued
2005
PURL
http://purl.flvc.org/fcla/dt/12156
Subject Headings
Reading (Elementary), Reading (Elementary)--Florida, Educational innovations--Florida, School improvement programs--Florida, School principals--Florida, Elementary school administration--Florida--Evaluation
Format
Document (PDF)
A Study of School Improvement Plans, School DecisionMaking and Advocacy, and Their Correlation to Student Academic Achievement
Title
A Study of School Improvement Plans, School DecisionMaking and Advocacy, and Their Correlation to Student Academic Achievement.
Creator
Curry, Maribel Marcos, Decker, Larry E., Florida Atlantic University
Abstract/Description
Parent involvement literature reveals that parents play an important role in student academic achievement. The School Advisory Councils are the major outlet for parents to engage in decision-making and advocacy skills in Broward County. The School Improvement Plans are the major output of the School Advisory Councils and this document contains many strategies that schools should follow in order to increase achievement. The purpose of this study was to determine if School Improvement Plans and...
Show moreParent involvement literature reveals that parents play an important role in student academic achievement. The School Advisory Councils are the major outlet for parents to engage in decision-making and advocacy skills in Broward County. The School Improvement Plans are the major output of the School Advisory Councils and this document contains many strategies that schools should follow in order to increase achievement. The purpose of this study was to determine if School Improvement Plans and school decision-making and advocacy had any correlation to academic achievement. The researcher investigated this utilizing two research methods: a survey to investigate if school decision-making and advocacy were correlated to student academic achievement; and content analysis to investigate if School Improvement Plans were correlated to student academic achievement. The study gathered data from 38 middle schools and 29 high schools in Broward County, Florida, during the academic year of 2004-2005. The researcher used standard five of the National PTA Standards for Parent/Family Involvement Programs to design the Decision-Making and Advocacy Survey to determine the perceptions of decisionmaking and advocacy. The researcher surveyed two of the key players with leadership roles of the School Advisory Council: the principal and the SAC chairperson. The survey was pilot tested for its reliability. The researcher also used the School Improvement Plan from each middle school and high school in Broward County in order to conduct the content analysis. The survey and content analysis data were analyzed using linear correlation, multiple correlation, and multiple regression. A major finding of this research was the significant correlation between the Math strategies found in the School Improvement Plans and the Math achievement scores, as well as the correlation between the Writing strategies found in the School Improvement Plans and school grades. In general, it can be concluded that the strategies found in the School Improvement Plans may increase student achievement, particularly in Math and Writing.
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Date Issued
2007
PURL
http://purl.flvc.org/fau/fd/FA00000660
Subject Headings
Broward County School District (Fla )--Planning, School improvement programs--Florida--Broward County, School management and organization--Decision making, Educational planning--Florida--Broward County, Academic achievement--Florida--Broward County
Format
Document (PDF)
The Relationship of Transformational Leadership and Reading Achievement in Broward County, Florida Charter Schools
Title
The Relationship of Transformational Leadership and Reading Achievement in Broward County, Florida Charter Schools.
Creator
Freeland, Jennifer, Florida Atlantic University, Pisapia, John
Abstract/Description
Charter schools have dramatically increased in number in Florida and throughout the country. In Florida, charter schools must meet the achievement standards developed through the A Plus Plan. The purpose of this study was to examine the relationship of transformational leadership and reading achievement in Broward County, Florida charter schools. Transformational leadership was defined using the model developed by Kenneth Leithwood (Leithwood, Jantzi, & Steinbach, 1999). Transformational...
Show moreCharter schools have dramatically increased in number in Florida and throughout the country. In Florida, charter schools must meet the achievement standards developed through the A Plus Plan. The purpose of this study was to examine the relationship of transformational leadership and reading achievement in Broward County, Florida charter schools. Transformational leadership was defined using the model developed by Kenneth Leithwood (Leithwood, Jantzi, & Steinbach, 1999). Transformational leaders are those that demonstrate, charisma/inspiration/vision, intellectual stimulation, individual consideration, contingent reward, high performance expectations, goal consensus, modeling, culture building, and structuring. Charter schools in Broward County, Florida were surveyed using the "Nature of School Leadership Survey" (Leithwood & Jantzi, 1995). The results of the survey in each transformational leadership dimension were correlated with reading achievement measured in learning gains. No significant relationships were found. Further, the relationships were analyzed to determine if contextual variables SES, size and configuration moderated the relationship. None of the contextual variables moderated the relationships. Finally, the population of charter schools was divided into thirds based on level of reading achievement gains to determine if the top and bottom third of schools used transformational leadership differently. No significant difference was found.
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Date Issued
2006
PURL
http://purl.flvc.org/fau/fd/FA00000665
Format
Document (PDF)