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Title: A COMPARISON STUDY OF FLORIDA MIDDLE SCHOOLS WITH ADVANCEMENT VIA INDIVIDUAL DETERMINATION (AVID)AND NON-AVID MIDDLE SCHOOLS.
Creator: Lifvendahl, Scott Lifvendahl, Doherty, Walter, University of Central Florida
Abstract / Description: With the passage of the No Child Left Behind Act, schools and school districts have come under increased pressure to demonstrate student proficiency and success at the elementary, middle and high school levels. Each state is required to use standardized test data as evidence of student proficiency. The data is collected by each state and reported to the federal government to demonstrate progress. In Florida, the exam used to record proficiency is the Florida Comprehensive Assessment Test ...
Show moreWith the passage of the No Child Left Behind Act, schools and school districts have come under increased pressure to demonstrate student proficiency and success at the elementary, middle and high school levels. Each state is required to use standardized test data as evidence of student proficiency. The data is collected by each state and reported to the federal government to demonstrate progress. In Florida, the exam used to record proficiency is the Florida Comprehensive Assessment Test (FCAT). At all three levels, the FCAT is administered annually and the results are used to create school grades ranging from A-F. Florida high schools fall in the lowest 10% in the nation for graduation rates, graduating less than 60% of high school students. The pressure created by these high stakes tests have led to a growth in Florida secondary schools implementing the Advancement Via Individual Determination (AVID) program. AVID seeks to offer a rigorous curriculum with additional support to underserved students. However, some literature demonstrates that schools with AVID improve the success of not only AVID students, but the overall population as well. This is commonly referred to as the "AVIDization" of a school. This study used an independent t-test to compare middle schools in eleven Florida county school districts with AVID to non-AVID schools in the 2007-2008 school year in six main areas; a) FCAT Math scores, b) FCAT Reading scores, C) overall FCAT scores, d) frequency of disciplinary incidences, e) attendance rates, and f) overall FCAT scores with controlled data. In this study, 85 middle schools had AVID and 179 middle schools were non-AVID. In comparing AVID to non-AVID students in the six areas, the t-test demonstrated that schools with the AVID program did not outperform non-AVID schools in the three FCAT tested areas. Also, the data shows that AVID schools were more likely to have higher reported rates of disciplinary incidences then non-AVID schools.
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Date Issued: 2009
Identifier: CFE0002905, ucf:48010
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002905

Title: A CORRELATIONAL STUDY BETWEEN THE AMOUNT OF PROPERTY WEALTH BEHIND EACH STUDENT ATTENDING FLORIDA DISTRICT SCHOOLS AND THE ACADEMIC PROFICIENCY AMONG 5TH GRADE WHITE, BLACK, AND HISPANIC STUDENTS IN READING WITHIN THE 67 COUNTIES OF FLORIDA.
Creator: Saenz, Willie, Doherty, Walter, University of Central Florida
Abstract / Description: As the concern for standardized testing continues to rise, so to does the concern for providing students with an appropriate and equal educational opportunity. The goal of this research was to investigate relevant data to determine if there is a relationship between the wealth behind each student and the academic proficiency amongst 5th grade white, black, and Hispanic students within the 67 counties of Florida. The desired outcome of this study was to produce information relevant to...
Show moreAs the concern for standardized testing continues to rise, so to does the concern for providing students with an appropriate and equal educational opportunity. The goal of this research was to investigate relevant data to determine if there is a relationship between the wealth behind each student and the academic proficiency amongst 5th grade white, black, and Hispanic students within the 67 counties of Florida. The desired outcome of this study was to produce information relevant to political leaders, educational leaders, and teachers in Florida public school districts with influential strategies necessary to increase the proportion of 5th grade students achieving academic proficiency. The review of literature and analysis of the data gathered from the Florida Department of Education for the school year 2006-2007 and the Florida Department of Revenue, 2007 revealed the following findings: (1) there is a statistically significant correlation between reading scores among white and black students in grade 5 as measured by the FCAT and the wealth behind each student within the state of Florida; (2) there is no statistically significant correlation between reading scores among Hispanic students in grade 5 as measured by the FCAT and the wealth behind each student within the state of Florida. In other words, as school districts are deemed more wealthy, white and black students in grade 5 tend to do better in reading than their white and black counterparts in poorer districts. In contrast, Hispanic students in wealthy school districts do not do better in reading than their Hispanic counterparts in poor districts.
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Date Issued: 2010
Identifier: CFE0002980, ucf:47982
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002980

Title: The Push Out: A Disproportionality Study on Student Discipline in the State of Florida Public Schools.
Creator: Pierre, Manouchka, Johnson, Jerry, Doherty, Walter, Vitale, Thomas, Fine, Terri, University of Central Florida
Abstract / Description: This mixed method sequential exploratory study was conducted to emphasize and investigate disproportionality in discipline, noting the prevalence of the issue of equity and the salience of FL as context. This study applied the extant model for investigating disproportionality in a setting where such an investigation is highly relevant due to Florida's statistical positioning in the area of student discipline. This study investigated for potential biases that guide differences in the rates...
Show moreThis mixed method sequential exploratory study was conducted to emphasize and investigate disproportionality in discipline, noting the prevalence of the issue of equity and the salience of FL as context. This study applied the extant model for investigating disproportionality in a setting where such an investigation is highly relevant due to Florida's statistical positioning in the area of student discipline. This study investigated for potential biases that guide differences in the rates that males and Blacks experience exclusionary discipline within the 67 regular school districts. The analysis from this study, which used relative rate ratio and policy analysis, presents results showing that a disproportionality exists at a rate of 2 to 2.3 times for the affected demographic groups. The findings suggest a need for policy language to address this disparity, as well as a change in practice.
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Date Issued: 2019
Identifier: CFE0007851, ucf:52766
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007851

Title: An Investigation of Science of Reading and Learning Representation in Undergraduate Elementary Education Reading Courses in the State University System of Florida.
Creator: Camara, Jessica, Taylor, Rosemarye, Ceballos, Marjorie, Doherty, Walter, Gordon, William, University of Central Florida
Abstract / Description: This study investigated the extent to which the science of reading instruction components and five science of learning principles were addressed in undergraduate elementary education required reading courses in the State University System (SUS) of Florida institutions. A document analysis of textbooks and syllabi was completed and evidence recorded in The Matrix for State University System (SUS) of Florida Scoring(&)copy;. The results were reported in summary tables and an analysis of the...
Show moreThis study investigated the extent to which the science of reading instruction components and five science of learning principles were addressed in undergraduate elementary education required reading courses in the State University System (SUS) of Florida institutions. A document analysis of textbooks and syllabi was completed and evidence recorded in The Matrix for State University System (SUS) of Florida Scoring(&)copy;. The results were reported in summary tables and an analysis of the data was conducted on the extent to which each science of reading component and science of learning principle were labeled explicitly, indirectly stated, or not present in syllabi and textbooks. Data showed that the science of reading instruction components were addressed in undergraduate elementary education reading courses and the five selected science of learning principles were not. These findings may inform elementary teacher preparation faculty in textbook selection and course syllabi development who are interested in assisting teacher candidates to adopt teaching practices consistent with how children learn.
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Date Issued: 2019
Identifier: CFE0007437, ucf:52716
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007437

Title: An Investigation of the Academic Impact of the Freshman Transition Course at One Urban Central Florida High School.
Creator: Flynn, Timothy, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Bradshaw, Leigh, University of Central Florida
Abstract / Description: The purpose of this research was to identify the extent to which a high school freshman transition program aligned with research based recommendations and to determine the extent to which the intervention impacted persistence to the tenth grade, on-track-to-graduation status, and academic success. Documents relevant to the program were collected and analyzed for research based themes. Students in the program at the target school were compared to students in a similar high school and a...
Show moreThe purpose of this research was to identify the extent to which a high school freshman transition program aligned with research based recommendations and to determine the extent to which the intervention impacted persistence to the tenth grade, on-track-to-graduation status, and academic success. Documents relevant to the program were collected and analyzed for research based themes. Students in the program at the target school were compared to students in a similar high school and a historical cohort of students who attended the target school. The impact of the course was statistically significant for persistence to the tenth grade, on-track to graduation status, and academic success; however ANOVA found statistical significance favored Algebra 1 EOC and not FCAT Reading. Effect size statistics revealed little to no effect among Freshman Experience and the dependent variables. These findings will help school-level and district administrators design research-based transition interventions which encourage academic success and graduation.
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Date Issued: 2016
Identifier: CFE0006684, ucf:51902
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006684

Title: The Efficacy of an Early Warning System and a Response to Intervention Decision-Making Model for Students Transitioning in Secondary Education.
Creator: Walsh, Andrea, Taylor, Rosemarye, Doherty, Walter, Baldwin, Lee, Little, Mary, University of Central Florida
Abstract / Description: The primary goal of this study was to examine the use of an early warning system to aide in recognizing early school disengagement. Additionally, a goal of this study was to examine an intensive response to intervention decision-making process and the difference in student outcomes for those who were selected for the (RtI process. By combining the examination of an early warning system and an RtI decision-making process, this research furthered recommendations for more effective methods of...
Show moreThe primary goal of this study was to examine the use of an early warning system to aide in recognizing early school disengagement. Additionally, a goal of this study was to examine an intensive response to intervention decision-making process and the difference in student outcomes for those who were selected for the (RtI process. By combining the examination of an early warning system and an RtI decision-making process, this research furthered recommendations for more effective methods of identifying students who are academically disengaged, and gain insight on intervention processes in secondary schools. Therefore the research questions tested the validity of an early warning system as a means for identifying students at-risk of academic disengagement and student outcome gains when participating in a Response to Intervention (RtI) decision-making process compared to those who did not participate. Populations of concern included students in transitional periods, moving from elementary to middle school and middle school to high school.The study identified several statistically significant and educationally meaningful difference between the use of a risk score indicator and academic achievement. Findings were consistent with other research that have shown statistically significant relationships between student achievement outcomes and early warning systems. While additional research is needed to develop specific recommendations to educational leaders, researchers, and policy makers, this study validates the notion that an early warning identification risk score can be used to predict academic achievement. An early warning system can aid in student identification, but as noted in the last research question of this study, there is still a great need to reach the ultimate goal: mitigating risk factors for students who are academically disengaged. Specifically, as students transition to larger schools, achievement gaps are susceptible to expanding for students; therefore, there is a great need to ensure intervention processes that address the needs of students who are prone to disengagement.Implications of these findings will apply to educational leaders, researchers, and policy-makers with interest in identification of students who are academically disengaged and in need of intervention supports.
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Date Issued: 2016
Identifier: CFE0006703, ucf:51918
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006703

Title: A study of the relationship between the quality of district supervisor narrative feedback to school principals as it relates to student achievement, fiscal management, school climate, and teacher effectiveness.
Creator: Chunoo, Karena, Murray, Barbara, Baldwin, Lee, Doherty, Walter, Lue, Martha, University of Central Florida
Abstract / Description: The purpose of this study was to investigate the quality of narrative feedback from district supervisors given to school principals. In addition, building on the research of effective feedback, another purpose of this study was to determine the relationship between supervisor narrative feedback to school principals and four pillars of principal responsibility: student achievement, school climate, fiscal responsibility, and teacher performance. Narrative observation data from the School...
Show moreThe purpose of this study was to investigate the quality of narrative feedback from district supervisors given to school principals. In addition, building on the research of effective feedback, another purpose of this study was to determine the relationship between supervisor narrative feedback to school principals and four pillars of principal responsibility: student achievement, school climate, fiscal responsibility, and teacher performance. Narrative observation data from the School Leadership Evaluation - Florida Model were analyzed from a large urban school district to determine the level, (i.e., quality) of narrative feedback provided to school principals. Additional data were collected on the four pillars of principal responsibilities and then compared to the quality of narrative feedback to determine if a relationship existed between the quality of narrative feedback and each of the principal responsibilities. The information from this study was valuable for understanding the relationships that existed between the quality of feedback given to school leaders to aid in school improvement.
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Date Issued: 2017
Identifier: CFE0006729, ucf:51893
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006729

Title: An Analysis of the Readiness and Confidence of High School Administrators to Provide Instructional Leadership in Digital School Environments.
Creator: Shepherd, Andrew, Taylor, Rosemarye, Doherty, Walter, Johnson, Jerry, Border, Harold, University of Central Florida
Abstract / Description: The purpose of this study was to analyze the perceived knowledge and confidence of high school administrators to lead in a digital school environment. This study utilized an exploratory mixed-methods case study analysis along with the 62-item Digital Instructional Leadership Readiness Instrument (DILRI)(&)copy; to measure school administrators' knowledge and confidence to lead in a digital school environment. High school administrators within the target school district were requested to...
Show moreThe purpose of this study was to analyze the perceived knowledge and confidence of high school administrators to lead in a digital school environment. This study utilized an exploratory mixed-methods case study analysis along with the 62-item Digital Instructional Leadership Readiness Instrument (DILRI)(&)copy; to measure school administrators' knowledge and confidence to lead in a digital school environment. High school administrators within the target school district were requested to complete the DILRI(&)copy; at two separate points in time: September 2016 and June 2017. Based on these two administrations, this study's six Research Questions were answered. Research Questions 1, 2, 3, 4, and 6 were addressed quantitatively using descriptive statistics, along with two MANOVA analyses for Research Question 6. Research Question 5 was answered qualitatively by examining open-ended responses found within the DILRI(&)copy;. Based on the data collected, Experience Supervising Others and Colleagues were two factors ranked highest by administrators as influencing their knowledge and confidence. Additionally, high school administrators perceive themselves to be knowledge and confident in recognizing Student Engagement and Student Collaboration, and in developing digital school culture factors of Leadership Teams, Empowering Teachers, and Shared Vision. Overall means increased for knowledge and confidence on each scale between the September 2016 and June 2017 DILRI(&)copy; administrations. Much research relating to the digital school environment has only focused on the preparation required of teachers; therefore, this study provides administrators, directors, school boards, superintendents, and other school district leaders with relevant information relating to the self-reported readiness of high school administrators to lead in a digital school environment.
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Date Issued: 2017
Identifier: CFE0007295, ucf:52173
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007295

Title: A Study of the Influence of the Restorative Justice Model on Out-of-School Suspensions in a Large Urban School District.
Creator: Agard, Brian, Johnson, Jerry, Doherty, Walter, Baldwin, Lee, Larsen, James, University of Central Florida
Abstract / Description: The purpose of this quantitative study was to investigate whether the Restorative Justice model influenced the number of days that students were suspended out-of-school or the number of out-of-school suspension incidents. In addition, the researcher analyzed whether the Restorative Justice model had different impacts for the subgroups of students qualifying for free and reduced lunch (FRL), English Learners (EL), students qualifying for exceptional student education services (ESE), and three...
Show moreThe purpose of this quantitative study was to investigate whether the Restorative Justice model influenced the number of days that students were suspended out-of-school or the number of out-of-school suspension incidents. In addition, the researcher analyzed whether the Restorative Justice model had different impacts for the subgroups of students qualifying for free and reduced lunch (FRL), English Learners (EL), students qualifying for exceptional student education services (ESE), and three ethnic subgroups (White, Black, and Hispanic) in an urban school district in Central Florida for the sixth-, seventh-, and eighth-grade students for the seven school years from 2010-2011 to 2016-2017. Primary data analysis strategies were descriptive statistics and visual analyses utilizing an interrupted time series design. The findings can be helpful in informing decision makers if the Restorative Justice model is having a positive influence on decreasing out-of-school suspension incidents and/or out-of-school suspension days.
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Date Issued: 2018
Identifier: CFE0007144, ucf:52325
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007144

Title: An Analysis of 8th Grade Student Achievement of Private and Public Schools in the Dominican Republic in Rural and Urban Settings.
Creator: Boyd, Daniel, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Flanigan, Jacquelyn, University of Central Florida
Abstract / Description: The purpose of this study was to determine the difference in student academic achievement in private and public schools in the Dominican Republic in rural and urban settings. The 2016 8th Grade National Exams school mean scale scores were analyzed to determine if statistically significant differences existed among the different school types and school settings. There was a lack of literature on student academic achievement in the Dominican Republic, in particular on private and public school...
Show moreThe purpose of this study was to determine the difference in student academic achievement in private and public schools in the Dominican Republic in rural and urban settings. The 2016 8th Grade National Exams school mean scale scores were analyzed to determine if statistically significant differences existed among the different school types and school settings. There was a lack of literature on student academic achievement in the Dominican Republic, in particular on private and public school and rural and urban school students. The extant literature indicated that in the Dominican Republic, private school students historically had higher academic achievement on standardized exams than public school students. The higher student academic achievement of private school students followed the trend of student academic achievement in Latin America and the Caribbean. This study found statistically significant differences between private and public schools, rural private and rural public schools, and between urban private and urban public schools, in favor of private schools. These results provide evidence for school district leaders and school administrators to use in decision making about how to raise student academic achievement in rural and urban areas. The findings also contribute to the gap in literature on private and public school student academic achievement in the Dominican Republic and Latin America and the Caribbean.
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Date Issued: 2018
Identifier: CFE0007561, ucf:52613
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007561

Title: Electing or Appointing School District Superintendents in the State of Florida: A Comparison of Characteristics and Performance of Districts Led by Elected Superintendents Versus Districts Led by Appointed Superintendents.
Creator: Smith, Timothy, Johnson, Jerry, Doherty, Walter, Vitale, Thomas, Fritz, Ronald, University of Central Florida
Abstract / Description: Florida and Alabama are the only two states in the United States of America with school districts led by either elected superintendents or appointed superintendents. The other 48 states only have appointed superintendent-led school districts. The current study was conducted to examine the impact of the superintendent governance structure on student learning by analyzing differences in student achievement between Florida school districts led by elected superintendents and Florida school...
Show moreFlorida and Alabama are the only two states in the United States of America with school districts led by either elected superintendents or appointed superintendents. The other 48 states only have appointed superintendent-led school districts. The current study was conducted to examine the impact of the superintendent governance structure on student learning by analyzing differences in student achievement between Florida school districts led by elected superintendents and Florida school districts led by appointed superintendents. The conceptual framework of the study was the tension between democratic localism and professionalism. Dynamics associated with the conceptual framework are relevant to the current debate.This quantitative study included cross-tabulations of the superintendent governance structure by regions and by locale codes. Descriptive statistics were used to define differences between school districts with elected or appointed superintendents in the areas of enrollment, free/reduced lunch, ELL populations, test scores, and graduation rates. An independent samples t-test was used to further analyze the demographic variables. A one-way ANCOVA was employed to determine if the superintendent governance structure or the demographic variables were associated with variances in student achievement.Research findings indicated that appointed superintendent-led school districts performed slightly higher than elected superintendent-led school districts. However, the superintendent governance structure did not have a statistically significant relationship with student achievement. Instead, poverty, as measured by free/reduced lunch rates, had a statistically significant relationship with student achievement.
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Date Issued: 2019
Identifier: CFE0007727, ucf:52416
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007727

Title: An Investigation of the Appropriateness of the English Language Learner Accountability Mark Established by the Every Student Succeeds Act of 2015.
Creator: Rivera, Francisco, Johnson, Jerry, Nutta, Joyce, Doherty, Walter, Pace, Debra, University of Central Florida
Abstract / Description: This quantitative study sought to disclose and describe differences in academic performance between English language learners (ELLs) and non-English language learners (non-ELLs) in grades sixth, seventh, and eighth during the two-year period of 2016 (-) 2018. A two-year period was utilized because of the two-year ELL accountability mark established by the Every Student Succeeds Act (ESSA) of 2015. The study used i-Ready diagnostic data, in both mathematics and reading, as the performance...
Show moreThis quantitative study sought to disclose and describe differences in academic performance between English language learners (ELLs) and non-English language learners (non-ELLs) in grades sixth, seventh, and eighth during the two-year period of 2016 (-) 2018. A two-year period was utilized because of the two-year ELL accountability mark established by the Every Student Succeeds Act (ESSA) of 2015. The study used i-Ready diagnostic data, in both mathematics and reading, as the performance measures, and used ACCESS for ELLs (WIDA) tier scores (i.e., WIDA Tier A, WIDA Tier B, and WIDA Tier C) to identify the level of English language acquisition of the ELL students for use in making comparisons among ELL students with varying levels of English proficiency.The results indicated that WIDA Tier C (i.e., ELL students with the highest English language proficiency) students outperformed the ELL students in the other WIDA tiers (i.e., WIDA Tier A and WIDA Tier B), in both mathematics and reading. Moreover, while WIDA Tier A students had lower mean scale scores, they made the largest gains from administration to administration in both subjects. Additionally, the results obtained from a two-way ANOVA indicated that ELL students are making greater gains than non-ELL students over the two-year period, in mathematics and reading. The extant literature on second language acquisition asserts that it takes an ELL student longer than two years and up to seven years to acquire academic language proficiency (Collier, 1995; MacSwan (&) Pray, 2005; Hakuta, 2011; Kieffer (&) Park, 2016). The ANOVA results also indicated that high-SES ELL students showed a higher mean gain score, in both mathematics and reading, than low-SES ELL students. Non-ESE ELL students showed a larger mean gain score than ESE ELL students in both subjects as well. Furthermore, the results of the ancillary analysis (i.e., a hypothetical additional year) indicated that non-ELL students outperformed ELL students in both mathematics and reading suggesting that it is unlikely that one additional year would make a difference.The results of the study will aid the academic decision-making of the school district studied when determining the appropriate level of supports for ELL students in the different WIDA tiers or in the different stages of language acquisition. In addition, the results of the effects of socioeconomic status (SES) and of exceptional student education (ESE) in ELL students, should support the school district when planning interventions to help mitigate these factors. Lastly, the study provides further evidence that two years is not enough time for an ELL student to acquire academic language proficiency; and expecting this subgroup of the public-school population to do so, negatively affects the academic results of the students, schools, and school districts they attend.
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Date Issued: 2019
Identifier: CFE0007715, ucf:52413
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007715

Title: An analysis of the relationships between homework frequency and homework grading procedures of Algebra 1 teachers on student outcomes as measured on the Algebra 1 end-of-course examination.
Creator: Taylor, Jonathan, Johnson, Jerry, Dixon, Juli, Doherty, Walter, Pisani, Michelle, University of Central Florida
Abstract / Description: The purpose of this study was to analyze the relationship, if any, between homework practices of Algebra 1 teachers and student outcomes as measured by the state of Florida's Algebra 1 End of Course assessment (EOC). Algebra 1 EOC scores were collected from the study district's central office. Data on teacher homework practices was collected through a researcher-created survey. Cross-tabulation tables were used to identify variations in homework assignment, homework frequency, homework type,...
Show moreThe purpose of this study was to analyze the relationship, if any, between homework practices of Algebra 1 teachers and student outcomes as measured by the state of Florida's Algebra 1 End of Course assessment (EOC). Algebra 1 EOC scores were collected from the study district's central office. Data on teacher homework practices was collected through a researcher-created survey. Cross-tabulation tables were used to identify variations in homework assignment, homework frequency, homework type, and homework grading practice associated with school (middle or high) and teacher (educational attainment and experience teaching Algebra 1) characteristics. A two-way ANOVA was used to analyze the relationship between homework frequency and student achievement and to investigate the influence of teacher characteristics as moderators. The main effect of homework frequency as well as the interaction effects of the teacher's educational attainment and the teacher's educational experience were statistically significant. Results showed that students who were given more homework did better on the Algebra 1 EOC than their peers who received less homework. A second two-way ANOVA was used to analyze the relationship between the way homework is graded and student achievement and to investigate the influence of teacher characteristics as moderators. The main effect of homework grading practice as well as the interaction effect of the teacher's educational experience was statistically significant. Results showed that students had the highest Algebra 1EOC score when their homework was graded for accuracy. While making decisions on how homework should be graded in an Algebra 1 classroom, teachers and administrators will beinformed through these findings as to what type of grading practice has the potential to positively impact student achievement.
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Date Issued: 2019
Identifier: CFE0007732, ucf:52415
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007732

Title: A comparison of sixth-grade English language arts and mathematics achievement between middle schools and K-8 schools.
Creator: Asplen, Brennan, Johnson, Jerry, Doherty, Walter, Ortiz, Enrique, Shope, Shane, University of Central Florida
Abstract / Description: The purpose of this study was to compare the academic achievement of sixth grade students enrolled in a traditional middle school model versus those enrolled in a K-8 school model by analyzing English Language Arts (ELA) and mathematics scores. Developmental Scale Score (DSS) data from the 2017 Florida Standards Assessment (FSA) were collected from three K-8 schools and three middle schools in one high-performing Florida school district. Results from an independent samples t-test revealed...
Show moreThe purpose of this study was to compare the academic achievement of sixth grade students enrolled in a traditional middle school model versus those enrolled in a K-8 school model by analyzing English Language Arts (ELA) and mathematics scores. Developmental Scale Score (DSS) data from the 2017 Florida Standards Assessment (FSA) were collected from three K-8 schools and three middle schools in one high-performing Florida school district. Results from an independent samples t-test revealed that middle school student scores were slightly higher in overall ELA and mathematics proficiency, but the differences were not substantive. Cross-tabulation was utilized to compute the proportion of students making learning gains in ELA and mathematics. The results were nearly identical among the middle school students and the K-8 students relative to ELA; however, the proportion of students making learning gains in mathematics was substantially higher among the K-8 students. To investigate equity in the distribution of achievement, a comparison was made between Middle School and K-8 bi-serial correlation coefficients measuring the strength and direction of the relationship between student achievement and socioeconomic status (SES). Results suggested that the negative influence of low-SES on academic achievement in ELA and mathematics was notably stronger among students enrolled in the middle school model. While making school construction decisions, policy makers will be informed through these findings as to which type of grade span configuration is most likely to positively impact student achievement.
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Date Issued: 2019
Identifier: CFE0007599, ucf:52550
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007599

Title: An Analysis of the Legal Issues of School Voucher Programs for Students with Disabilities and Its Impact on the Individuals with Disabilities Education Act (IDEA).
Creator: Fontan, Patricia, Murray, Kenneth, Murray, Barbara, Doherty, Walter, Hopp, Carolyn, University of Central Florida
Abstract / Description: This study examined the current case law on school voucher programs for students with disabilities and legal protections under IDEA. The idea of school vouchers can be traced back to the 1950s but have taken a new form in the past 13 years. There have been several court challenges to the constitutionality of school voucher programs with mixed results which will lead to court challenges in the future on a state by state basis based on the state's constitution. School vouchers have been...
Show moreThis study examined the current case law on school voucher programs for students with disabilities and legal protections under IDEA. The idea of school vouchers can be traced back to the 1950s but have taken a new form in the past 13 years. There have been several court challenges to the constitutionality of school voucher programs with mixed results which will lead to court challenges in the future on a state by state basis based on the state's constitution. School vouchers have been developed to target specific populations of students including students with disabilities. But with very little accountability for the private schools accepting the school vouchers, parents are left to make choices about their child's education with the limited information provided to them. Parents of student with disabilities who participate in school voucher programs in order to attend a private school may lose many protections under IDEA, if not all of them. The focus of the study was on the five states with school voucher programs for students with disabilities: Arizona, Florida, Georgia, Ohio and Utah. The review of case law in regards to school voucher programs for students with disabilities demonstrated difference and similarities depending on the state's constitution. This will lead to future case law for school voucher programs for disabilities to be determined on a case by case basis. The legislators developing new school voucher programs for student with disabilities will need to analyze the state's constitution in order to determine if any legal challenges would occur. Federal legislators need to revisit the protections under IDEA for parentally placed private school students with the mindset that more and more school voucher programs for students with disabilities will be developed in years to come. In the reauthorization of IDEA, federal legislators need to determine if more protections need to be provided to parentally placed private school students attending a private school on a school voucher program. Without more protections for students with disabilities, parents may have limited options when participating in a school voucher program and the students may not receive the appropriate special education and related services.
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Date Issued: 2012
Identifier: CFE0004537, ucf:49229
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004537

Title: The Impact of Homelessness and Remaining in School of Origin on the Academic Achievement of Fourth Through Eighth Grade Students in Brevard County Public Schools.
Creator: Dunkel, Richard, Murray, Barbara, Murray, Kenneth, Doherty, Walter, Thedy, Elizabeth, University of Central Florida
Abstract / Description: This study examined the impact of homelessness and the ability of homeless students to remain in their school of origin on the academic achievement of fourth through eighth grade students in Brevard County, Florida. To determine effects of homelessness, homeless students were compared to non-homeless students who qualified for free lunch utilizing developmental scale scores and learning gains from 2011 FCAT Reading and Mathematics. To determine effects of remaining in school of origin,...
Show moreThis study examined the impact of homelessness and the ability of homeless students to remain in their school of origin on the academic achievement of fourth through eighth grade students in Brevard County, Florida. To determine effects of homelessness, homeless students were compared to non-homeless students who qualified for free lunch utilizing developmental scale scores and learning gains from 2011 FCAT Reading and Mathematics. To determine effects of remaining in school of origin, homeless students who changed schools were compared to homeless students who did not change schools utilizing the same assessment data. Independent t-tests and chi-square tests of association were used with .05 significance levels.Findings showed that homeless and non-homeless students had no significant differences in reading scores, and homeless students had significantly higher mathematics scores. However, significantly fewer homeless students made an annual learning gain in reading and math learning gains were statistically equal. Remaining in school of origin also had no significant impact on reading and math developmental scale scores, but a significantly lower percentage of homeless students who changed schools made annual learning gains in reading and mathematics.These results led the researcher to develop a theory called the Weighted Saddle Effect, caused by homeless mobility, to describe the difficulty homeless students had in making annual learning gains commensurate with their developmental scale scores.Recommendations for policy included school districts ensuring transportation to school of origin was available for all homeless students as mandated by the McKinney-Vento Act.
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Date Issued: 2012
Identifier: CFE0004531, ucf:49232
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004531

Title: An Analysis of Professional Education Course Content Specific to Classroom Management and Student Motivativation Within Selected NCATE Accredited Teacher Preparation Programs.
Creator: Babcock, Donna, Murray, Barbara, Murray, Kenneth, Doherty, Walter, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: The focus of this research was to complete a micro-examination of professional education course content related to classroom management and student motivation in approximately 24 traditional teacher preparation programs (TTPP) drawn from the eight of the 10 largest teacher-producing states. Programs of study, course descriptions from the school catalogs, course syllabi, and student teaching handbooks or field guides for professional education courses were analyzed to determine what, if any,...
Show moreThe focus of this research was to complete a micro-examination of professional education course content related to classroom management and student motivation in approximately 24 traditional teacher preparation programs (TTPP) drawn from the eight of the 10 largest teacher-producing states. Programs of study, course descriptions from the school catalogs, course syllabi, and student teaching handbooks or field guides for professional education courses were analyzed to determine what, if any, knowledge voids existed within selected programs designed to serve preservice teachers. Specifically, the researcher investigated materials to discover the depth and breadth of the professional education course content related to classroom management and student motivation offered to preservice teachers during their higher education undergraduate experience. The findings of the study have documented that a common practice in the programs reviewed was to infuse the content of each key topic, classroom management or student motivation, into other professional education course work. This practice serves to diminish the depth and breadth of the professional course content presented to the preservice teachers which, in turn, dramatically increases the risk of the development of a knowledge void.
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Date Issued: 2011
Identifier: CFE0004085, ucf:49147
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004085

Title: A Study of the Influence of Parent Advocacy, Media Coverage, and Social Events on State Legislation on Bully-Suicide Prevention.
Creator: Benitez, Christina, Murray, Kenneth, Murray, Barbara, Doherty, Walter, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: The focus of this study was to ascertain what, if any, were the commonalities and differences between and among bully-suicide victims between the ages of nine and eighteen. The focus of this study additionally was to determine to what extent, if any, was there a relationship between parent advocacy, media coverage, and/or a social event related to bully-suicide and the implementation or amending of state anti-bullying legislation. Bully-suicide victims (N = 92) from throughout the United...
Show moreThe focus of this study was to ascertain what, if any, were the commonalities and differences between and among bully-suicide victims between the ages of nine and eighteen. The focus of this study additionally was to determine to what extent, if any, was there a relationship between parent advocacy, media coverage, and/or a social event related to bully-suicide and the implementation or amending of state anti-bullying legislation. Bully-suicide victims (N = 92) from throughout the United States whose information was available through Internet search engines were included in this study. Further, state legislators (N = 50) who sponsored their states most recent anti-bullying legislation also were included. State legislators who provided direct responses to the request to participate answered four interview questions regarding their sponsorship of anti-bullying legislation. Commonalities between bully-suicide victims were analyzed to determine if particular demographics had an equal likelihood of occurrence. Legislator responses to the interview questions were analyzed for themes using a phenomenological research method.Through an examination of the research results and related literature, the researcher determined that there was a statistically significant deviation from equal likelihood of groups for bully-suicide victims who were male, high school-aged, or targeted due to appearance or sexual orientation. Further, bully-suicide victims were most frequently subjected to verbal bullying. Evaluation of the data also unveiled that parent advocacy, media coverage and social events related to bully-suicide were related to state legislator sponsorship of anti-bullying legislation.
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Date Issued: 2012
Identifier: CFE0004198, ucf:49032
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004198

Title: An Investigation of Gender, Prior Access to Athletics, and Interest Levels in Intercollegiate Sports of First-Time-in-College Freshmen.
Creator: White, Michelle, Taylor, Rosemarye, Pawlas, George, Doherty, Walter, Kaplan, Jeffrey, University of Central Florida
Abstract / Description: The focus of this research was to investigate the effects of gender and level of prior access to athletic programs sponsored by school, community, church, student or civic groups, and informal programs on level of first-time-in-college (FTIC) freshmen's interest in participating in intercollegiate athletics. To this end, 1,196 respondents (682 females and 514 males) who were admitted to the University of Central Florida and attended freshman orientation sessions in May and June of 2007 at the...
Show moreThe focus of this research was to investigate the effects of gender and level of prior access to athletic programs sponsored by school, community, church, student or civic groups, and informal programs on level of first-time-in-college (FTIC) freshmen's interest in participating in intercollegiate athletics. To this end, 1,196 respondents (682 females and 514 males) who were admitted to the University of Central Florida and attended freshman orientation sessions in May and June of 2007 at the UCF-Orlando campus completed the face-to-face survey. Participants ranged in age from 18 years of age to 25 years of age, representing varied racial/ethnic backgrounds, with a majority being registered as full-time students at time of the survey. The FTIC freshmen anonymously and voluntarily completed a modified version of The Student Interests in Athletics, Sports, and Fitness Survey (National Collegiate Athletic Association, 1995). Quantitative data gathered through analysis of closed-response questions provided information on their demographics, general interest in athletics, prior access to school and non-school sponsored sports, and interest in participating in college athletics. Survey responses suggested that a gender difference exists in FTIC freshmen when taking into account prior access to school and non-school sponsored athletics in predicting level of interest in participating in intercollegiate sports. FTIC freshmen males reported having more access to athletics than did FTIC freshmen females prior to attending freshmen orientation sessions in May and June of 2007. In addition, more FTIC freshmen males than females reported being interested in participating in intercollegiate athletics. Lower interest and participation rates by females in intercollegiate sports may, therefore, be an artifact of less access to opportunities to participate in sports during high school.Although almost four decades have passed with the expectation of gender equity within school settings in effect, most educational institutions are not in compliance with Title IX legislation. Females have not been afforded the same opportunities to participate in sports as males, and this appears to have influenced their interest in participating in sports. The findings of this study demonstrate the need for increased enforcement of Title IX legislation at all levels of education for true gender equity and athletic interest to be realized.
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Date Issued: 2012
Identifier: CFE0004458, ucf:49351
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004458

Title: Supervising Principals' Perceptions of Preparing New Principal Program Completers: Meeting the 2011 Florida Principal Leadership Standards.
Creator: Trimble, Wesley, Taylor, Rosemarye, Doherty, Walter, Baldwin, Gordon, Kennedy, Mary, University of Central Florida
Abstract / Description: This study sought to determine to what extend completers of School District A's Preparing New Principals Program (PNPP) are prepared to meet the 2011 Florida Principal Leadership Standards (FPLS). Major questions addressed (a) the perception of principals regarding how well prepared completers of School District A's principal preparation program were to meet the 2011 Florida Principal Leadership Standards, (b) if the perceived importance of the 2011 Florida Leadership Standards varied by...
Show moreThis study sought to determine to what extend completers of School District A's Preparing New Principals Program (PNPP) are prepared to meet the 2011 Florida Principal Leadership Standards (FPLS). Major questions addressed (a) the perception of principals regarding how well prepared completers of School District A's principal preparation program were to meet the 2011 Florida Principal Leadership Standards, (b) if the perceived importance of the 2011 Florida Leadership Standards varied by leadership level, (c) if the perceived importance of the 2011 Florida Leadership Standards varied by a school's free/reduced lunch percentage, and (d) the 2011 Florida Principal Leadership Standards perceived as the most beneficial to increasing student achievement. This mixed method study employed an online survey. The participants in this study included 46 supervising principals of Preparing New Principals Program completers from an urban school district in central Florida. Findings indicated that principals believed that Preparing New Principals Program completers were prepared to meet the 2011 Florida Principal Leadership Standards. Principals also believed that the following experiences would enhance the program: (a) more meaningful experiences that require participants to solve identified deficiencies, (b) an 18 to 24 month principal internship as opposed to the current eight-week principal internship, and (c) differentiating principal preparation based on participants' experiences and school district needs.
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Date Issued: 2013
Identifier: CFE0004949, ucf:49590
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004949

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