Current Search:  United States.--No Child Left Behind Act of 2001. (x)

View All Items

  • CSV Spreadsheet
(1 - 6 of 6)
The Impact of Ready to Learn, A School Counselor-Led Intervention on Pro-Social Skills and Reading Skills of First Grade Students
Title
The Impact of Ready to Learn, A School Counselor-Led Intervention on Pro-Social Skills and Reading Skills of First Grade Students.
Creator
Cohen, Laura J, Brigman, Greg, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description
The purpose of this study was to examine differences in pro-social behaviors and reading skills between a treatment group of first grade students who received the Ready to Learn (Brigman, Lane, & Lane, 2008) intervention, delivered by a certified professional school counselor, and a comparison group of first grade students who did not receive this intervention. Counselors in the treatment group were trained in the proper implementation of the manualized Ready to Learn program during a...
Show moreThe purpose of this study was to examine differences in pro-social behaviors and reading skills between a treatment group of first grade students who received the Ready to Learn (Brigman, Lane, & Lane, 2008) intervention, delivered by a certified professional school counselor, and a comparison group of first grade students who did not receive this intervention. Counselors in the treatment group were trained in the proper implementation of the manualized Ready to Learn program during a professional development session. They were also trained in other study-related procedures, such as the online check-in tool and the regular site visits by the researcher. The study followed a quasi-experimental design. The Child Behavior Scale (CBS; Ladd, Herald-Brown & Andrews, 2009) was used to measure pro-social behaviors, and Rigby Running Records (Rigby, 2010) was used to assess reading skills. A series of analyses of variance (ANOVAs) were performed to deter mine whether or not there were statistically significant differences between the treatment and comparison group. An analysis of covariance (ANCOVA) using a pretest score as the covariate was performed to test significance in the difference of reading scores. Results indicate a statistically significant increase in pro-social with peers behaviors, as well as statistically significant decreases in hyperactive and distractible behaviors as well as excluded by peers indicators for the treatment group.
Show less
Date Issued
2016
PURL
http://purl.flvc.org/fau/fd/FA00004579, http://purl.flvc.org/fau/fd/FA00004579
Subject Headings
United States.--No Child Left Behind Act of 2001., Personality assessment of children., Readiness for school., Educational counseling., Achievement in education., Education, Primary., School improvement programs.
Format
Document (PDF)
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
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.
Show less
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)
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.
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)
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.
Show less
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.
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)
The effect of ready for success, a counselor-led intervention program, on reading scores of Hispanic and African American 3rd grade students in title one elementary schools
Title
The effect of ready for success, a counselor-led intervention program, on reading scores of Hispanic and African American 3rd grade students in title one elementary schools.
Creator
Brown, Sherron N., Brigman, Greg, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description
This study focused on evaluating the impact of a school counselor-led program, Ready for Success (RFS), on the academic achievement of third grade students. The research questions that were investigated in the study were: (a) Does participation in the Ready for Success Program, a counselor-led classroom intervention, increase reading scores among 3rd grade African American, Hispanic, and White students as measured by the FCAT third grade reading test? and (b) Does participation in the Ready...
Show moreThis study focused on evaluating the impact of a school counselor-led program, Ready for Success (RFS), on the academic achievement of third grade students. The research questions that were investigated in the study were: (a) Does participation in the Ready for Success Program, a counselor-led classroom intervention, increase reading scores among 3rd grade African American, Hispanic, and White students as measured by the FCAT third grade reading test? and (b) Does participation in the Ready for Success Program, a counselor-led classroom intervention, increase reading scores among third grade African American, Hispanic, and White students as measured by the SSSDT reading test? The significance of the study lies in its focus on the need for more outcome research linking school counselor-led interventions to student achievement. The importance of counselor-led research based interventions in positively affecting student achievement addresses a national mandate delineated by the No Child Left Behind Act of 2001, which calls for evidence-based interventions in education. The population for this study included male and female, third grade, general education students from diverse backgrounds, from one large school district located in south Florida, herein referred to as Pineapple State School District. A standardized objective statewide assessment instrument, the Florida Comprehensive Assessment Test (FCAT) and the school district generated standardized test, Sunshine State Standards Diagnostics Test (SSSDT), were used to measure academic achievement. Analysis of the results in this study was done using an analysis of covariance (ANCOVA) with Pretest scores on the SSSDT 3rd grade reading (2010-2011) as covariates on the dependent variables to account for differences at pretest.
Show less
Date Issued
2014
PURL
http://purl.flvc.org/fau/fd/FA00004181, http://purl.flvc.org/fau/fd/FA00004181
Subject Headings
Academic achievement, Achievement in education, Affective education, Counseling in elementary education, Educational counseling, Educational tests and measurements, Minority students, Counseling of United States -- No Child Left Behind Act of 2001
Format
Document (PDF)