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- 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
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Smith, Timothy, Johnson, Jerry, Doherty, Walter, Vitale, Thomas, Fritz, Ronald, University of Central Florida
- Abstract / Description
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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.
Show less - Date Issued
- 2019
- Identifier
- CFE0007727, ucf:52416
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007727
- Title
- An Analysis of High School Homework Guidelines in One Urban School District.
- Creator
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Larsen, James, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Fritz, Ronald, University of Central Florida
- Abstract / Description
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The purpose of this study was to evaluate homework guidelines according to criteria identified in the literature. Further the researcher attempted to determine the relationship, if any, between homework guidelines and student achievement results as measured by 2014-2015 high school graduation rates, American College Test (ACT) scores for reading and mathematics, and Scholastic Assessment Test (SAT) scores for reading and mathematics for high schools in one urban school district.A document...
Show moreThe purpose of this study was to evaluate homework guidelines according to criteria identified in the literature. Further the researcher attempted to determine the relationship, if any, between homework guidelines and student achievement results as measured by 2014-2015 high school graduation rates, American College Test (ACT) scores for reading and mathematics, and Scholastic Assessment Test (SAT) scores for reading and mathematics for high schools in one urban school district.A document analysis was conducted focusing on curriculum guides, faculty handbooks, parent handbooks, student handbooks and school websites. Any reference to the identified criteria was recorded in the Homework Criteria Matrix. The next step was to interview the 19 high school principals based on the same criteria. These results were also included in the rubric. An analysis of the data was conducted on the overall presence of elements found for each of the 19 high schools. The elements were quantified and a Pearson r correlation was run to determine the relationship between the presence of homework elements and student achievement results that were being looked at. Data showed that there were few guidelines that were made available to parents and students. The majority of the written homework guidelines were located in the faculty handbook. The other major source of information on homework was the principal interview. Of the sources reviewed, 86% of the homework guidelines that were articulated were found in the faculty handbook and conversations disseminated to the faculty through faculty meetings and Professional Learning Community (PLC) meetings.There were no significant relationships found between homework guidelines and student achievement results as measured by the 2014-2015 high school graduation rates, American College Test (ACT) scores for reading and mathematics, and Scholastic Assessment Test (SAT) scores for reading and mathematics.
Show less - Date Issued
- 2016
- Identifier
- CFE0006342, ucf:51557
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006342
- Title
- The relationship between participation in tutoring and accountability outcomes in three urban middle schools.
- Creator
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Rajadhyax, Pamela, Taylor, Rosemarye, Doherty, Walter, Baldwin, Lee, Fritz, Ronald, University of Central Florida
- Abstract / Description
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This quantitative study was conducted to determine the relationship between participation in a school based tutoring and change in accountability measures on the Florida Standards Assessment (FSA) in Mathematics and English Language Arts (ELA) in the 2014-2015 and 2015-2016 school years. The research was designed to determine the impact of participation in tutoring for urban middle school students. All students who attended one of the three urban middle schools and participated in the...
Show moreThis quantitative study was conducted to determine the relationship between participation in a school based tutoring and change in accountability measures on the Florida Standards Assessment (FSA) in Mathematics and English Language Arts (ELA) in the 2014-2015 and 2015-2016 school years. The research was designed to determine the impact of participation in tutoring for urban middle school students. All students who attended one of the three urban middle schools and participated in the administration of FSA for mathematics or ELA in both the 2014-2015 and 2015-2016 school years were divided into two groups: students who participated in school based tutoring and students who did not participate in school based tutoring. The results from this study unveiled the relationship between participating in school based tutoring and change in accountability measures on state assessments. The relationship of participation in tutoring and change in accountability measures was identified for all students, English learners, and students with disabilities who participated in school based tutoring and those who did not participate in school based tutoring. Lastly, the difference in mean change of accountability measures and participation by delivery model of school based tutoring: computer-based tutoring, small group tutoring, and a mixed mode of computer-based and small group tutoring was assessed. Findings from Pearson Correlations, independent samples t-test, and one-way ANOVA did not indicate a statistical significance between change on accountability measures and participation in tutoring based on subgroups, delivery model, or grade level assessed. Though this study found no statistical significance, several of the mean changes on accountability measures based on subgroups, tutoring delivery models, or grade level was higher for students who participated in tutoring than for students who did not participate in tutoring. There is still much to be understood about the impacts of tutoring on student achievement.
Show less - Date Issued
- 2017
- Identifier
- CFE0006782, ucf:51823
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006782
- Title
- A Comparison of Sixth-, Seventh-, and Eighth-Grade Student Outcomes in Schools Configured K-8 Elementary Versus 6-8 Middle Schools as Measured by State Standardized Tests, Student Discipline Referrals, and Student Attendance.
- Creator
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Kelce, Jessica, Murray, Barbara, Baldwin, Lee, Doherty, Walter, Fritz, Ronald, University of Central Florida
- Abstract / Description
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The purpose of this study was to examine the differences in sixth-, seventh-, and eighth-grade students' outcomes in relation to school configuration, specifically K-8 elementary schools as compared to 6-8 middle schools. Student outcomes focused on in this study were standardized test scores, number of out-of-school suspensions, and number of days absent. Race and gender served as moderator variables for all research questions.Quantitative data were obtained from a large central Florida...
Show moreThe purpose of this study was to examine the differences in sixth-, seventh-, and eighth-grade students' outcomes in relation to school configuration, specifically K-8 elementary schools as compared to 6-8 middle schools. Student outcomes focused on in this study were standardized test scores, number of out-of-school suspensions, and number of days absent. Race and gender served as moderator variables for all research questions.Quantitative data were obtained from a large central Florida school district and included 2016 Florida Standards Assessment scale scores in English Language Arts, Mathematics, and Algebra 1 End-of-Course Examinations, 2015 Florida Standards Assessment scale scores in English Language Arts and Mathematics for students in Grade 8 during the 2015-2016 academic year, 2013 and 2014 Florida Comprehensive Assessment Tests 2.0 Reading and Mathematics developmental scale scores for students in Grade 8 during the 2015-2016 academic year, number of out-of-school suspensions, and number of days absent by student for the 2015-2016 academic year. The data were analyzed via two-way analysis of variances to determine if statistically significant differences existed in student outcomes based on school configuration.The literature review supported the need to align the educational environment with student development in order to maximize student outcomes. In the quest to accomplish this, many districts have employed a number of school configurations, including the K-8 elementary school configuration and 6-8 middle school configuration to best meet the unique needs of early adolescents. The large central Florida school district selected for this study was unique in that it employed both the K-8 elementary school and 6-8 middle school configurations to serve students in Grades 6 through 8. As can be seen by results of this study, school configuration, either alone or in conjunction with one of the moderator variables, was indicated in differences in Grades 6 and 7 FSA ELA scale scores, Grades 6 and 7 FSA Mathematics scale scores, Grades 7 and 8 FSA Algebra 1 EOC Examination scale scores, FCAT 2.0 Reading growth, Grades 6, 7, and 8 number of OSS by student, and Grade 7 number of days absent by student. One of the most noteworthy findings of this study was differences in FSA ELA, Mathematics, and Algebra 1 EOC scale scores due to the interaction of school configuration and race. In general, students classified as Black had better FSA outcomes when attending schools of the 6-8 middle school configuration. In contrast, students classified as White or Other had better FSA outcomes when attending schools of the K-8 elementary school configuration. Such findings indicated that the K-8 elementary school configuration may be only a part of the puzzle when considering how to best educate students in the early adolescent developmental period.
Show less - Date Issued
- 2017
- Identifier
- CFE0006751, ucf:51854
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006751
- Title
- A Study of Approaches to Improve Advanced Placement Social Studies Examination Student Performance in One Urban Florida High School.
- Creator
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Laser, Sabine, Taylor, Rosemarye, Ceballos, Marjorie, Baldwin, Lee, Fritz, Ronald, University of Central Florida
- Abstract / Description
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The purpose of this study was to investigate the efficacy of two instructional approaches, practice examinations and beyond-school-day tutoring, in improving Advanced Placement (AP) examination scores in AP U.S. History and AP World History in one urban Florida high school. AP U.S. History and AP World History examination scores of students who did and who did not participate in AP practice examination and AP beyond-school-day tutoring were analyzed to determine if the two instructional...
Show moreThe purpose of this study was to investigate the efficacy of two instructional approaches, practice examinations and beyond-school-day tutoring, in improving Advanced Placement (AP) examination scores in AP U.S. History and AP World History in one urban Florida high school. AP U.S. History and AP World History examination scores of students who did and who did not participate in AP practice examination and AP beyond-school-day tutoring were analyzed to determine if the two instructional approaches to improving student examination performance were effective. Because the instructional approaches were implemented in one school within the school district of study, a purposive sample was used. Data collected included practice examination participation data, beyond-school-day tutoring attendance data, and AP U.S. History and AP World History examination scores for students enrolled in AP U.S. History and AP World History at the school of study (FHS) and the matched high school (MHS).
Show less - Date Issued
- 2019
- Identifier
- CFE0007669, ucf:52479
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007669
- Title
- An analysis of the difference between assessed instructional practices, value-added measures, and learning gains of secondary reading teachers.
- Creator
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Fritz, Ronald, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Kennedy, Mary, University of Central Florida
- Abstract / Description
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The purpose of this study was to analyze the relationship that exists among instructional practice scores, value-added measures, and learning gains for the Large Urban School District (LUSD) among reading teachers in Grades 6-12 for the 2012-2013 school year. In addition, this study was also conducted to address the perceptions of secondary school principals and assistant principals regarding the relationship of the three variables and their relevance in making personnel decisions....
Show moreThe purpose of this study was to analyze the relationship that exists among instructional practice scores, value-added measures, and learning gains for the Large Urban School District (LUSD) among reading teachers in Grades 6-12 for the 2012-2013 school year. In addition, this study was also conducted to address the perceptions of secondary school principals and assistant principals regarding the relationship of the three variables and their relevance in making personnel decisions. Quantitative data were obtained from school district databases for observation scores, value-added measures, and standardized assessment achievement data to determine the relationship among the variables. In addition, a perception survey was completed by secondary school principals and assistant principals. With a sample size of 138, the survey yielded a return rate of 84%. The data were analyzed to determine actual relationships among instructional practice scores, value-added measures, and learning gains, as well as how the participants perceived each variable in isolation. The literature review supported the findings regarding the inflation of observation scores by school administrators. The only significant relationship (.48) existed between value-added measures and learning gains. Likewise, school leaders in the LUSD believed that their observations were important in analyzing the needs of their teachers and should be included in summative evaluations. Learning gains were supported by the participants more than instructional practice scores and value-added measures as evidence of effective instruction. The literature review revealed past program evaluation studies regarding the Florida Comprehensive Achievement Test (FCAT) as a valid measure for assessing grade level benchmarks. The information in this study is valuable and suggests that continued professional learning for school leaders regarding classroom observations to improve inter-rater reliability is needed. Likewise, school leaders would benefit from understanding the relationships that exist among instructional practice scores, value-added measures, and learning gains to drive conversations with teachers regarding rigorous instruction.
Show less - Date Issued
- 2014
- Identifier
- CFE0005494, ucf:50362
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005494