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- Title
- A Process Evaluation of a Family Involvement Program at a Title I Elementary School.
- Creator
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Moody, Maria, Lue, Martha, Lambie, Glenn, Little, Mary, Swan, Bonnie, University of Central Florida
- Abstract / Description
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Parental or family involvement in student academics has been an on-going topic for researchers. There is a need for studies to be conducted on parental involvement program implementation in order to determine if there is an impact on student academics when school, family, and community partnership programs are in place. For this study, a process evaluation was conducted on a parental or family involvement program newly developed and implemented at a Title I elementary school in an urban...
Show moreParental or family involvement in student academics has been an on-going topic for researchers. There is a need for studies to be conducted on parental involvement program implementation in order to determine if there is an impact on student academics when school, family, and community partnership programs are in place. For this study, a process evaluation was conducted on a parental or family involvement program newly developed and implemented at a Title I elementary school in an urban setting. The purpose of this mixed-methods process evaluation was to (a) document how the program was implemented, (b) examine the progress toward meeting its intended outcomes, and (c) use findings to make recommendations to drive improvement. The program's logic model was used to examine the program's intended short-term outcomes; including increasing parental involvement and knowledge in regard to the school's reading, mathematics, and science curricula as well as increasing the knowledge of home strategies for student academic support. Student achievement impacts were also examined. Quantitative data collection included program participant survey data and participants' student achievement data for reading and mathematics. Document analysis of the program's artifacts allowed for a qualitative analysis for the evaluation. Findings indicated the program was making progress in increasing parents' knowledge about the reading curriculum, but not for mathematics and science. There was also an increase in parents' knowledge of home strategies and improvement in parental program attendance rates.
Show less - Date Issued
- 2017
- Identifier
- CFE0006768, ucf:51857
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006768
- Title
- A COMPARISON OF EIGHTH GRADE READING SCORES BY STATEAND BY THE FOUR CENSUS-DEFINED REGIONS IDENTIFIED BY NAEP.
- Creator
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Gordon II, William, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
This study provided information for policymakers and practitioners by comparing performance of eighth grade students in 2007 on state standardized reading assessments and by the four census-defined regions identified by NAEP. NCLB required states to set their own performance standards and to create their own data collection instruments resulting in increased transparency of student performance data and a lack of uniform accountability systems. The inability of educators, policy-makers, and...
Show moreThis study provided information for policymakers and practitioners by comparing performance of eighth grade students in 2007 on state standardized reading assessments and by the four census-defined regions identified by NAEP. NCLB required states to set their own performance standards and to create their own data collection instruments resulting in increased transparency of student performance data and a lack of uniform accountability systems. The inability of educators, policy-makers, and the general public to make state-by-state comparisons in the area of reading was the catalyst for the study. NAEP data were collected from NCES and state performance data were collected from the USDOE SY 2006-2007 CSPR to determine if a relationship existed between eighth grade students' state scores and NAEP scores in the four census-defined regions. Data were further disaggregated by low socioeconomic students and by nonwhite students. A regression analysis was statistically significant in predicting: a) the state proficient and above scores from the NAEP proficient and above scores, b) the low socioeconomic state proficient and above scores from the NAEP proficient and above scores in the West census-defined region, and c) the nonwhite state proficient and above scores from the NAEP proficient and above scores in all regions. A regression analysis was not statistically significant in predicting low socioeconomic state proficient and above scores from the low socioeconomic NAEP proficient and above scores in the Midwest, South and Northeast regions.
Show less - Date Issued
- 2009
- Identifier
- CFE0002536, ucf:52846
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002536
