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PRACTICES OF HIGH SCHOOL PRINCIPALS REGARDING OPEN ENROLLMENT IN ADVANCED PLACEMENT COURSES AND STUDENT PERFORMANCE RESULTS IN 2009
Title
PRACTICES OF HIGH SCHOOL PRINCIPALS REGARDING OPEN ENROLLMENT IN ADVANCED PLACEMENT COURSES AND STUDENT PERFORMANCE RESULTS IN 2009.
Creator
Bradshaw, Leigh, Taylor, Rosemarye, University of Central Florida
Abstract / Description
The goal of this research was to determine whether or not there was a relationship between principalsÂÂ' reports of practices regarding open enrollment in Advanced Placement (AP) courses and student achievement results on the AP examinations. Because the percentage of the school population enrolled in AP courses and the percentage of students scoring a 3, 4, or 5 on AP examinations were anticipated to impact high school grades in Florida beginning in 2010, research from...
Show moreThe goal of this research was to determine whether or not there was a relationship between principalsÂÂ' reports of practices regarding open enrollment in Advanced Placement (AP) courses and student achievement results on the AP examinations. Because the percentage of the school population enrolled in AP courses and the percentage of students scoring a 3, 4, or 5 on AP examinations were anticipated to impact high school grades in Florida beginning in 2010, research from this study may provide important information to Florida school leaders. Because of school accountability and educational reform initiatives, the study is also important to educational leaders on a national level. Relationships between open enrollment practices shaped by high school principalsÂÂ' decisions and beliefs and the increased enrollment and student performance on AP exams were examined to allow school districts to make curricular decisions regarding rigorous curricular opportunities based on the importance of designing high school AP programs that provide equity and access for all students. The population for this study included all public high schools and their principals (N=56) in five central Florida school districts that administered AP exams in May 2009 and received a Florida Department of Education assigned school grade during the 2008-2009 school year. A multiple linear regression analysis was conducted to examine the relationships between the percentage of students from a school who took or passed the AP examination (dependent variable) and three independent variables describing principalÂÂ's attitudes toward the schoolÂÂ's AP program: (a) access and equity practices, (b) open enrollment practices, and (c) a rating of importance of the AP program. The goal was to determine if the AP examination passing percentage or enrollment percentage could be predicted by these three principal attitudinal variables. The schoolsÂÂ' percentages of students scoring a 3, 4, 5, on AP examinations or taking AP examinations were gathered from the Florida Department of Education website. PrincipalsÂÂ' reports of practices were obtained from self-report on the AP Course Enrollment Survey. When examining to what extent, if any, was there a relationship between the principals' reports of practices regarding open enrollment in AP courses and overall student achievement results on AP examinations in five central Florida counties, there were significant predictors based upon the regression model. In predicting the schoolÂÂ's percentage of white, Hispanic, and Asian populations passing the AP examinations, only the principalÂÂ's perception of access and equity was a statistically significant factor. There were no statistically significant predictors of a schoolÂÂ's percentage of African American students passing the AP examinations. Neither principalÂÂ's perception of open enrollment nor importance contributed to the model results regarding open enrollment in AP courses and overall student achievement results on AP examinations. When examining to what extent, if any, was there a relationship between the principals' reports of practices regarding open enrollment in AP courses and the percentage of students enrolled in AP courses in five central Florida counties, there were significant predictors based upon the regression model. In predicting the schoolÂÂ's percentage of students taking AP examinations, only the principalÂÂ's perception of importance was significant for overall and for all student populations. Open enrollment was significant for the overall populations as well as white and Asian subpopulations. Access/Equity was only significant for white students. Thus, importance was the main cause of the model significance regarding open enrollment in AP courses and the percentage of students enrolled in AP courses. This investigation revealed that as schools increased the access and equity in AP programs that successful student performance percentages increased as did AP course enrollment percentages. Also when the variable of importance by principals was placed on AP programs, it typically had a positive impact on student performance percentages yet sometimes caused a decrease in AP course enrollment. The investigation also revealed and was supported by research that the open enrollment practices of a school may cause a decrease in successful student performance percentages. However, open enrollment practices increase student enrollment in AP courses and student success over time. Educational leaders have the natural responsibility to increase student achievement in schools. There must be appropriate practices and procedures put in place and monitored by principals to meet accountability standards and to increase equity in and access to a rigorous curriculum for all students. Based of educational reform and school accountability demands, balancing the benefits of open enrollment for AP programs, cost effectiveness of AP programs, the allocation of scarce resources, and maintaining course validity and rigor are important issues for educational leaders to consider (College Board, 2004).
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Date Issued
2010
Identifier
CFE0003245, ucf:48563
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003245
An Investigation of the Academic Impact of the Freshman Transition Course at One Urban Central Florida High School
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
Suspensions and Referrals to Law Enforcement of African American Students Pre and Post Restorative Justice
Title
Suspensions and Referrals to Law Enforcement of African American Students Pre and Post Restorative Justice.
Creator
Brown, Adrienne, Bartee, RoSusan, Gordon, William, Johnson, Jerry, Bradshaw, Leigh, Edyburn, Dave, University of Central Florida
Abstract / Description
The purpose of this study was to compare the number of suspensions and referrals to lawenforcement from traditional consequences administered to students in a large urban schooldistrict in southeastern United States for the school year 2013 to 2014 to the number ofsuspensions and referrals to law enforcement from consequences rendered after theimplementation of restorative justice practices in the 2015 to 2016 school year, as reported to theCivil Rights Office of Data Collection (CRDC, 2016)....
Show moreThe purpose of this study was to compare the number of suspensions and referrals to lawenforcement from traditional consequences administered to students in a large urban schooldistrict in southeastern United States for the school year 2013 to 2014 to the number ofsuspensions and referrals to law enforcement from consequences rendered after theimplementation of restorative justice practices in the 2015 to 2016 school year, as reported to theCivil Rights Office of Data Collection (CRDC, 2016). There was statistical evidence that schoolshad policies and/or practices in place that had a discriminatory bias towards racial groups whenschool discipline was administered (USDOE, 2016). Restorative justice processes worked toguide the conduct of individuals issuing the discipline and those needing to be disciplined(Rawls, 1971). Crosstabulations were used to determine if there were differences in students'behaviors in a large urban school district, categorized by race, gender, and socioeconomics forthose who received traditional discipline practices in 2013-2014 compared to those who receiveddiscipline during the implementation of restorative justice practices in 2015-2016. A decrease indiscipline infractions was the standard used to define a successful outcome for this alternativediscipline. Restorative justice allowed discipline to be proactive when implemented with fidelity(Adler, 2011). Findings in this large urban school district, suggested that African Americanstudents continued to receive discipline infractions at a disproportionate rate after theimplementation of restorative justice. Utilization of this alternative discipline proved to besuccessful in decreasing the number of single and multiple out-of-school suspensions andreferrals to law enforcement.
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Date Issued
2019
Identifier
CFE0007435, ucf:52719
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007435