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A CASE STUDY OF VETERAN AND CIVILIAN STUDENT ACADEMIC PERFORMANCE AT THE UNIVERSITY OF CENTRAL FLORIDA
Title
A CASE STUDY OF VETERAN AND CIVILIAN STUDENT ACADEMIC PERFORMANCE AT THE UNIVERSITY OF CENTRAL FLORIDA.
Creator
Diehl, Floyd C, Seigler, Daniel, University of Central Florida
Abstract / Description
This study seeks to provide a brief overview of academic standards and performance of veterans of the United States military and civilians who attend the University of Central Florida. Whether a student is a veteran or a civilian, he or she must learn how to adapt to the requirements of an academic community in order to be successful in that environment. It may be difficult for some. In able for society to discern the importance of the academic performance of both veterans and civilians alike...
Show moreThis study seeks to provide a brief overview of academic standards and performance of veterans of the United States military and civilians who attend the University of Central Florida. Whether a student is a veteran or a civilian, he or she must learn how to adapt to the requirements of an academic community in order to be successful in that environment. It may be difficult for some. In able for society to discern the importance of the academic performance of both veterans and civilians alike, research is vital. There are various assumptions about veterans. For example, it can be assumed vets do not know how to adapt after leaving the military. It is important to demonstrate that most military veterans are very good at adapting and overcoming stressful situations. Time is evident for adaptability for some. As veterans re-enter society, most make clear and decisive decisions as to the life they desire to have. The modus operandi of veterans is intrinsic as it pertains to an academic setting. This research compares the academic success of both veterans and civilians at the University of Central Florida to begin this conversation. While there has been some research conducted on this topic, there seem to be various ecological fallacies pertaining to conclusions of the research that has been conducted. Academic performance needs to be researched further as well as the effects of standards regarding the performance of veterans and civilians in an academic setting.
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Date Issued
2018
Identifier
CFH2000357, ucf:45904
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000357
THE RELATIONSHIP OF 10TH-GRADE DISTRICT PROGRESS MONITORING ASSESSMENT SCORES TO FLORIDA COMPREHENSIVE ASSESSMENT TEST SCORES IN READING AND MATHEMATICS FOR 2008-2009
Title
THE RELATIONSHIP OF 10TH-GRADE DISTRICT PROGRESS MONITORING ASSESSMENT SCORES TO FLORIDA COMPREHENSIVE ASSESSMENT TEST SCORES IN READING AND MATHEMATICS FOR 2008-2009.
Creator
Underwood, Marilyn, Taylor, Rosemarye, University of Central Florida
Abstract / Description
The focus of this research was to investigate the use of a district created formative benchmark assessment in reading to predict student achievement for 10th-grade students on the Florida Comprehensive Assessment Test (FCAT) in one county in north central Florida. The purpose of the study was to provide information to high school principals and teachers to better understand how students were performing and learning and to maximize use of the formative district benchmark assessment in order to...
Show moreThe focus of this research was to investigate the use of a district created formative benchmark assessment in reading to predict student achievement for 10th-grade students on the Florida Comprehensive Assessment Test (FCAT) in one county in north central Florida. The purpose of the study was to provide information to high school principals and teachers to better understand how students were performing and learning and to maximize use of the formative district benchmark assessment in order to modify instruction and positively impact student achievement. This study expanded a prior limited study which correlated district benchmark assessment scores to FCAT scores for students in grades three through five in five elementary schools in the targeted county. The high correlations suggested further study. This research focused on secondary reading, specifically in 10th grade where both state and targeted county FCAT scores were low in years preceding this research. Investigated were (a) the district formative assessment in reading as a predictor of FCAT Reading scores, (b) differences in strength of correlation and prediction among student subgroups and between high schools, and (c) any relationships between reading formative assessment scores and Mathematics FCAT scores. An additional focus of this study was to determine best leadership practices in schools where there were the highest correlations between the formative assessment and FCAT Reading scores. Research on best practices was reviewed, and principals were interviewed to determine trends and themes in practice. Tenth grade students in the seven Florida targeted district high schools were included in the study. The findings of the study supported the effective use of formative assessments both in instruction and as predictors of studentsÂÂÂÂÂÂ' performance on the FCAT. The results of the study also showed a significant correlation between performance on the reading formative assessment and performance on FCAT Mathematics. The data indicated no significant differences in the strength of correlation between student subgroups or between the high schools included in the study. Additionally, the practices of effective principals in using formative assessment data to inform instruction, gathered through personal interviews, were documented and described.
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Date Issued
2010
Identifier
CFE0003214, ucf:48573
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003214