View All Items

Title: A Study of a Third Grade Summer Reading Camp: Its Promotion of Student Achievement and Its Cost Effectiveness.
Creator: Bixler, Krista, Murray, Barbara, Murray, Kenneth, Taylor, Rosemarye, Baldwin, Gordon, University of Central Florida
Abstract / Description: The purpose of this study was to determine the immediate and long term impact of participation in the 2009 Third Grade Summer Reading Camp, as well as determine the cost-effectiveness of providing this program in comparison to the cost-effectiveness of other reading interventions as identified by Yeh (2010). All students in this study scored an achievement level one on the 2009 FCAT Reading assessment and either attended the summer reading camp or received a good cause exemption for promotion...
Show moreThe purpose of this study was to determine the immediate and long term impact of participation in the 2009 Third Grade Summer Reading Camp, as well as determine the cost-effectiveness of providing this program in comparison to the cost-effectiveness of other reading interventions as identified by Yeh (2010). All students in this study scored an achievement level one on the 2009 FCAT Reading assessment and either attended the summer reading camp or received a good cause exemption for promotion to the next grade level. Data was not available to determine immediate impact of summer school. To determine long term impact of summer school participation, 130 students who attended the program and passed were compared to a random sample of 130 students who received another good cause exemption. Results of an independent t-test indicated students who passed summer school by performing at or above the 50th percentile on the alternative assessment outperformed students who received another good cause exemption on the 2010 FCAT Reading assessment, t(258) = -9.50, p = .000, effect size r = 0.51,and 2011 FCAT Reading assessment, t(258) = -7.43, p = .000, effect size r = 0.42. Ninety percent of students who attended summer school and passed the alternative assessment for promotion made learning gains on the following year's FCAT Reading assessment; however, the majority of students performed below grade level on the 2010 and 2011 FCAT Reading assessment. Based on school district records for the cost of salaries, benefits, transportation, materials, and supplies, the total cost of summer school was calculated and adjusted for inflation to 2006 dollars so a comparison could be made to Yeh's (2010) cost-effectiveness analysis of summer school and other reading interventions that annualized the cost to 2006 dollars. The adjusted cost for the 2009 summer reading program was calculated at $872,681.23. Using this number and dividing by the total number of summer school student, which were 3,012 students, the cost per student annualized to 2006 was $289.74. Data to determine the immediate impact of summer school were not available, therefore, student performance on the 2009 FCAT Reading assessment was compared to their performance on the 2010 FCAT Reading assessment by calculating a paired samples t-test, t(1225) = 40.82, p = .000, d = 1.23, effect size r = 0.52. The effect size d was divided by the cost per student which calculated an effectiveness-cost ratio of 0.004245 compared to that derived by Yeh (2010) of 0.000125. Caution should be taken when interpreting these results as methodology was not in alignment to Yeh (2010) due to the lack of an immediate post-test measure after participation in summer school and an additional year of interventions and education is reflected in the test scores. The cost per student was calculated to be $1,225.26 less than the amount of money reported in Yeh's (2010) calculations. Based on this information, the diminishing effect of the summer school program on student reading performance in subsequent years, and the majority of students performing below grade level one and two years after summer school participation, it cannot be determined that this program is cost-effective in raising student reading achievement.It is recommended that this study be replicated with adjustments made to address the limitations identified. Further investigation should be made at the state level to determine if the current practice of good cause exemptions and summer school offerings perpetuates the achievement gap in reading.?
Show less
Date Issued: 2013
Identifier: CFE0004818, ucf:49753
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004818

Title: Building Educator Capacity in Support of Student Achievement on Florida's United States History End-of-Course Assessment.
Creator: Skinner, Stacy, Hopp, Carolyn, Robinson, Edward, Vitale, Thomas, Hayes, Grant, University of Central Florida
Abstract / Description: Florida's United States History End-of-Course (EOC) Assessment performance outcomes are scheduled to impact student course grades, educator evaluation scores, and school grades. A professional learning plan to improve teaching and learning in support of student achievement on the Assessment does not exist. Neither Florida Statute nor the Florida Department of Education (FDOE) facilitate or fund professional learning in support of these influences. This dissertation in practice proposes the...
Show moreFlorida's United States History End-of-Course (EOC) Assessment performance outcomes are scheduled to impact student course grades, educator evaluation scores, and school grades. A professional learning plan to improve teaching and learning in support of student achievement on the Assessment does not exist. Neither Florida Statute nor the Florida Department of Education (FDOE) facilitate or fund professional learning in support of these influences. This dissertation in practice proposes the use of the U.S. History EOC Assessment Professional Learning Series to build educator capacity in support of student achievement on the Assessment. Implementation of professional learning could address the disparity between the legislated Assessment and its potential impacts. Tyler's (1949) curriculum development rationale and Shulman's (1986) notion of pedagogical content knowledge provided a conceptual framework for the proposed professional learning. Professional learning experiences were designed to include (1) an assessment simulation, (2) a correlation of simulated assessment items to item specifications, (3) a test item writing practicum, and (4) model lessons. The series was designed to support pedagogical content knowledge growth in planning, teaching, and assessing United States History; and improve instructional and professional efficacy. The ultimate purpose of the series is to improve teaching and learning to support student achievement on U.S. History EOC Assessment.
Show less
Date Issued: 2014
Identifier: CFE0005417, ucf:50419
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005417

Title: Socioeconomic Status, Instrumental Music Participation, and Middle School Student Achievement.
Creator: Antmann, Michael, Murray, Kenneth, Doherty, Walter, Murray, Barbara, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: The purpose of this study was to determine the differences in growth on the reading and mathematics FCAT 2.0 across varying levels of instrumental music participation by both low- and high-socioeconomic status (SES) middle school students, and to determine whether or not there is a relationship between instrumental music participation and socioeconomic status. The differences between instrumental music participation groups were not found to be statistically significant for both the reading...
Show moreThe purpose of this study was to determine the differences in growth on the reading and mathematics FCAT 2.0 across varying levels of instrumental music participation by both low- and high-socioeconomic status (SES) middle school students, and to determine whether or not there is a relationship between instrumental music participation and socioeconomic status. The differences between instrumental music participation groups were not found to be statistically significant for both the reading and mathematics FCAT 2.0 growth by high-SES status students, and for reading FCAT 2.0 growth by low-SES status students. The differences between groups were found to be significant for mathematics FCAT 2.0 growth by low-SES students, but a Tukey HSD post-hoc test found no significant differences between the individual groups. The study also found that high-SES students had a higher rate of instrumental music participation in sixth grade, and a lower attrition rate between sixth and seventh grade than the low-SES students.
Show less
Date Issued: 2015
Identifier: CFE0005755, ucf:50073
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005755

Title: The Effect of Allocated Assessment Time and Allocated Instructional Time on Student Achievement in Small, Medium, and Large School Districts in Florida.
Creator: Crupi, Samuel, Jeanpierre, Bobby, Gresham, Gina, Haciomeroglu, Erhan, University of Central Florida
Abstract / Description: To date, there is little current research which explores the effect of allocated assessment time and allocated instructional time as related to student achievement (Spanjers, Burns, (&) Wagner, 2008). Current educational reform has placed accountability and assessment at the forefront of public education (Hirsh, 2007; Jennings, 2012; Kallemeyn, 2009; NCLB, 2001; Supovitz, 2009). Research of time on task has demonstrated that there may be a positive correlation between the amount of time on...
Show moreTo date, there is little current research which explores the effect of allocated assessment time and allocated instructional time as related to student achievement (Spanjers, Burns, (&) Wagner, 2008). Current educational reform has placed accountability and assessment at the forefront of public education (Hirsh, 2007; Jennings, 2012; Kallemeyn, 2009; NCLB, 2001; Supovitz, 2009). Research of time on task has demonstrated that there may be a positive correlation between the amount of time on task in learning activities and student achievement (Fredricks, McColskey, Meli, Mordica, Montrosse, (&) Mooney, (2011). There is current legislation to increase the time demands of assessment and the resulting decrease of allocated instructional time may result in lower levels of student achievement (Butler, 1926; 1936; Brophy, Rohrkemper, Rashid, (&) Goldwater, 1982; Carroll, 1963; Doppelt, Mehalik, Schunn, Silk, (&) Krysinski, 2008; Spanjers, Burns, (&) Wagner, 2008; Wyss, Dolenc, Kong, (&) Tai, 2013). The purpose of this study was to compare allocated assessment time to allocated instructional time in small, medium, and large school districts in Florida. A sample of 12 school districts was selected representing small, medium, and large school districts based on student enrollment from Florida Education Finance Plan (FEFP) data. Data related to State and school district mandated assessments were collected for each school district using school district testing calendars and State assessment calendars. These data were examined and the number of minutes spent on each assessment was calculated. The calculation was used to determine the amount of time spent on State and school district mandated assessment. Allocated instructional time was calculated using the difference in allocated time and allocated assessment time. In addition, data were analyzed to determine what, if any, relationship existed between allocated assessment time and school district size as well as student achievement. Time lost to assessment preparation was also included in the determination of allocated assessment time.
Show less
Date Issued: 2015
Identifier: CFE0005777, ucf:50056
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005777

Title: A Study of The Marzano Teacher Evaluation Model and Student Achievement at 24 Elementary Schools In A Large Suburban School District In Central Florida.
Creator: Flowers, Amy, Murray, Kenneth, Doherty, Walter, Murray, Barbara, Baldwin, Gordon, University of Central Florida
Abstract / Description: The focus of this research was to examine the initial year of implementation of the Marzano Teacher Evaluation Model and iObservation(&)#174; tool (Learning Sciences International, 2012) as it related to student achievement in the School District of Osceola County, Florida and to determine if the Marzano model improved the ability to determine teacher effectiveness with more accuracy than previous models of teacher evaluation used in the school district. Twelve research questions guided this...
Show moreThe focus of this research was to examine the initial year of implementation of the Marzano Teacher Evaluation Model and iObservation(&)#174; tool (Learning Sciences International, 2012) as it related to student achievement in the School District of Osceola County, Florida and to determine if the Marzano model improved the ability to determine teacher effectiveness with more accuracy than previous models of teacher evaluation used in the school district. Twelve research questions guided this study concerning the relationship and predictability between the variables of teacher instructional practice scores, number of observations reported in the iObservation(&)#174; tool, and student achievement in Grades 3-5 using reading and mathematics FCAT 2.0 DSS scores.Linear Regression analysis suggested that for Grade 3 reading and mathematics the instructional practice mean had statistical significance in predicting performance and was a strong predictor of Grade 3 FCAT reading and mathematics performance. Linear Regression analysis suggested that for Grade 3 reading and mathematics the instructional practice mean had statistical significance in predicting performance and was a strong predictor of Grade 3 FCAT reading and mathematics performance. Linear Regression analysis further suggested no statistical significance or predictability for Grades 4, 5 for instructional practice mean and Grades 3,4,5 for observation mean related to FCAT reading and mathematics performance. Caution should be used when attempting to interpret these findings, as this study was based solely on initial year implementation data. Implications for practice are also discussed in this study.
Show less
Date Issued: 2013
Identifier: CFE0004841, ucf:49711
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004841

Title: A Comparative Analysis of Top Performing Countries in Eighth Grade Mathematics as Measured by 2011 Trends in International Mathematics and Science Study.
Creator: Wilson, Courtney, Murray, Barbara, Murray, Kenneth, Doherty, Walter, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: The focus of this research was to shed light on factors contributing to global international rankings in mathematics released by the 2011 administration of the Trends in International Mathematics and Science Study. This study focused on factors contributing to the global ranking of international scores in mathematics. Although students in the United States performed below students in the other sample countries (Singapore, Japan, and the Republic of Korea), American students scored within one...
Show moreThe focus of this research was to shed light on factors contributing to global international rankings in mathematics released by the 2011 administration of the Trends in International Mathematics and Science Study. This study focused on factors contributing to the global ranking of international scores in mathematics. Although students in the United States performed below students in the other sample countries (Singapore, Japan, and the Republic of Korea), American students scored within one standard deviation of the top performer, the Republic of Korea. The study also revealed that although other countries had their brightest and most advantaged students participate in the assessment, participating students in the United States were disproportionately disadvantaged to the proportion of United States' citizens. Another contributing factor of student success revealed in this study was the size and form of government and financing of the participating countries. While Singapore, the Republic of Korea, and Japan have education systems governed and financed by national governments, the United States education system is primarily governed and financed by 50 state governments.
Show less
Date Issued: 2014
Identifier: CFE0005276, ucf:50555
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005276

Title: Policy Implications of a Teacher Evaluation System: The Relationship of Classroom Observations, Levels of Feedback, and Students Achievement Outcomes.
Creator: Rafalski, Shana, Murray, Barbara, Baldwin, Lee, Doherty, Walter, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: The purpose of this study was two-fold: (a) to determine the relationship between the number of classroom observations and teacher VAM scores and (b) to identify the relationship between the types of feedback provided to teachers and student achievement outcomes as measured by VAM scores. De-identified data for the sample set of teachers in a large urban school district was gathered for the 2013-2014 year from iObservation by administrators observing teachers using the domains of the Marzano...
Show moreThe purpose of this study was two-fold: (a) to determine the relationship between the number of classroom observations and teacher VAM scores and (b) to identify the relationship between the types of feedback provided to teachers and student achievement outcomes as measured by VAM scores. De-identified data for the sample set of teachers in a large urban school district was gathered for the 2013-2014 year from iObservation by administrators observing teachers using the domains of the Marzano instructional model. The number of observations were compared to VAM scores to determine if teachers with a greater number of observations received higher VAM ratings. The comments recorded and submitted as feedback were also reviewed. Data were analyzed to identify relationships between the types of feedback provided to teachers and student achievement outcomes as measured by VAM scores. No significant relationship existed between VAM scores and number of observations or percentage of comments for teachers at any grade level. In addition, no significant relationship existed between predominant feedback for teachers and VAM scores.The information in this study was valuable for understanding the relationships that exist among instructional practice scores, value-added measures, and learning gains to drive conversations with teachers regarding rigorous instruction. Observations and feedback should be a tool for improvement of instruction, but the data confirmed this process continues to be compliance based with inflated scores that do not match the level of performance of students. Changing this is strongly linked to the provision of feedback associated with improving instruction and holding teachers accountable in meeting the standards outlined in the feedback. Observers are in need of professional development on how to provide effective feedback in the areas of instruction that will make the biggest impact on student achievement. Continuing to put time and effort into implementing and monitoring evaluation systems without further training and emphasis on feedback will result in the same lack of impact on student achievement outcomes and may even undermine the role of observers in providing support to teachers.
Show less
Date Issued: 2015
Identifier: CFE0005693, ucf:50143
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005693

Title: Ubiquitous Computing in Public Education: The Effects of One-to-One Computer Initiatives on Student Achievement on Florida Standardized Assessments.
Creator: Lobeto, Fernando, Murray, Kenneth, Baldwin, Lee, Storey, Valerie A., Cintron Delgado, Rosa, University of Central Florida
Abstract / Description: The purpose of this study was to examine the effects of one-to-one computer initiatives on student achievement in reading and mathematics. This study compared the differences in FCAT 2.0 Reading and Mathematics scores between schools implementing one-to-one computer initiatives and schools implementing traditional modes of instruction. A second purpose of this study was to determine what effects one-to-one computer initiatives had on student FCAT 2.0 scores overall and by grade level, gender,...
Show moreThe purpose of this study was to examine the effects of one-to-one computer initiatives on student achievement in reading and mathematics. This study compared the differences in FCAT 2.0 Reading and Mathematics scores between schools implementing one-to-one computer initiatives and schools implementing traditional modes of instruction. A second purpose of this study was to determine what effects one-to-one computer initiatives had on student FCAT 2.0 scores overall and by grade level, gender, and socio-economic status. The study used an independent-samples t-test, a repeated measures ANOVA, and a factorial ANCOVA to answer four research questions in order to achieve the purpose stated above. An analysis of the results revealed that the first year of one-to-one initiatives had a slightly negative effect on elementary school students, a small but positive effect on middle school students, and no effect on high school students. Further, the study found that students did not score statistically significantly different after one year of one-to-one digital instruction than they had the previous year.
Show less
Date Issued: 2016
Identifier: CFE0006349, ucf:51573
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006349

Title: The Lived Experiences of First-Year, First Semester Honors College Students Placed on Academic Probation.
Creator: Robinson, Mary-Margaret, Boote, David, Malaret, Stacey, Vitale, Thomas, Cox, Dr. Thomas, Wang, Alvin, University of Central Florida
Abstract / Description: This study was conducted to examine the experiences of first-year, traditional aged Honors College students who were placed on academic probation at the conclusion of the first semester and how they perceive their current circumstances, reasons for their inability to meet the honors requirements, and future academic pursuits. A comprehensive literature review was performed, specifically in the areas of first-year college students, retention, Honors Colleges and Honors Programs, high achievers...
Show moreThis study was conducted to examine the experiences of first-year, traditional aged Honors College students who were placed on academic probation at the conclusion of the first semester and how they perceive their current circumstances, reasons for their inability to meet the honors requirements, and future academic pursuits. A comprehensive literature review was performed, specifically in the areas of first-year college students, retention, Honors Colleges and Honors Programs, high achievers, honors students in trouble, help-seeking behaviors, and academic probation at the collegiate level. A phenomenological research design was employed where participants met with the investigator one-on-one for a semi-structured interview. Ten students participated in the study; six were first-year students on honors probation, and four were in academic good standing following the end of the first semester. Participants described several common experiences, including: difficulty with the high school to college transition, planning and organizational challenges, overconfidence in academic abilities, and poor attendance and class participation. Based on these findings, several recommendations are made.
Show less
Date Issued: 2015
Identifier: CFE0005877, ucf:50870
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005877

Title: THE RELATIONSHIP BETWEEN SCHOOL CULTURE AND THIRD-GRADE FCAT READING PROFICIENCY IN SEMINOLE COUNTY PUBLIC ELEMENTARY SCHOOLS.
Creator: Novak, Kelley, Taylor, Rosemarye, University of Central Florida
Abstract / Description: ABSTRACT This study aimed to determine the relationship between school culture and student achievement. Elementary school teachers (N=574) from 27 schools in suburban Seminole County, Florida completed the School Culture Triage Survey to generate a school culture score. The participating schools were ranked and placed in categories representing the top 33% (N=9), middle 33% (N=9), and bottom 33% (N=9) of the population based on their culture score. School culture data were analyzed and...
Show moreABSTRACT This study aimed to determine the relationship between school culture and student achievement. Elementary school teachers (N=574) from 27 schools in suburban Seminole County, Florida completed the School Culture Triage Survey to generate a school culture score. The participating schools were ranked and placed in categories representing the top 33% (N=9), middle 33% (N=9), and bottom 33% (N=9) of the population based on their culture score. School culture data were analyzed and correlated with third grade student achievement data, as measured by the 2007 Florida Comprehensive Assessment Test (FCAT) Reading to determine if there were any relationships between (a) school culture and student achievement; (b) the three key components of school culture (collaboration, collegiality, and self-determination/efficacy) and student achievement; and (c) principal tenure and school culture. Additional data analysis served to determine if there were any experiential or demographic differences among the teachers from the schools falling in the top, middle, and bottom 33% on the School Culture Triage Survey. To learn more about principal beliefs with regard to school culture and student achievement, principal interviews were conducted with some principals (N=8) from the participating schools. Through a review of the research results and related literature, the researcher concluded that a relationship between the overall school culture and student achievement did not exist. Further analysis revealed that there were no relationships between student achievement and collaboration, collegiality, and self-determination/efficacy, or between school culture and principal tenure for the schools participating in this study.
Show less
Date Issued: 2008
Identifier: CFE0002241, ucf:47889
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002241

Title: Digital Education: The Impact of Change, Acceleration, and Student Achievement Improvement.
Creator: Walsh, Sarah, Olan, Elsie, Puig, Enrique, Jeanpierre, Bobby, Damico, Nicole, University of Central Florida
Abstract / Description: The aim is to understand if the implementation plan in place by the public school system is exceeding the expectations of the stakeholders or if it is falling below what is expected. This quantitative research examines the English Language Arts (ELA), Florida Standard Assessment (FSA) scores for the state of Florida with a closer inspection of Orange County Public Schools (OCPS) with relation to their digital implementation plan. With an increase in digital technology and amplified emphasis...
Show moreThe aim is to understand if the implementation plan in place by the public school system is exceeding the expectations of the stakeholders or if it is falling below what is expected. This quantitative research examines the English Language Arts (ELA), Florida Standard Assessment (FSA) scores for the state of Florida with a closer inspection of Orange County Public Schools (OCPS) with relation to their digital implementation plan. With an increase in digital technology and amplified emphasis on technology-based learning, the objective of this research was to determine what impact students and schools are experiencing in regards to test scores after the first year of implementation. Data reflects a decrease in gains in relation to ELA test scores, specifically within the year of implementation of technology. With the knowledge of this information the conversation needs to be started about what needs to be done to help this from becoming a permanent issue. There needs to be an allotment for adjustments to allow for the inclusion of strategies to assist in the minimizing of the achievement gap.
Show less
Date Issued: 2019
Identifier: CFE0007740, ucf:52396
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007740

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.
Show less
Date Issued: 2012
Identifier: CFE0004531, ucf:49232
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004531

Title: FLORIDA SCHOOL INDICATOR REPORT DATA AS PREDICTORS OF HIGH SCHOOL ADEQUATE YEARLY PROGRESS (AYP).
Creator: Carr, John, Bozeman, William, University of Central Florida
Abstract / Description: The focus of this research was to identify variables reported in the 2008-2009 Florida School Indicator Report (FSIR) that had a statistical impact, positive or negative, on the likelihood that a school would achieve Adequate Yearly Progress (AYP) in reading or mathematics using the logistic regression technique. This study analyzed four broad categories reported by the FSIR to include academic, school, student, and teacher characteristics. FSIR and AYP data was collected for 468 Florida high...
Show moreThe focus of this research was to identify variables reported in the 2008-2009 Florida School Indicator Report (FSIR) that had a statistical impact, positive or negative, on the likelihood that a school would achieve Adequate Yearly Progress (AYP) in reading or mathematics using the logistic regression technique. This study analyzed four broad categories reported by the FSIR to include academic, school, student, and teacher characteristics. FSIR and AYP data was collected for 468 Florida high schools that were categorized by the Florida Department of Education as presenting a comprehensive curriculum to grades 9-12 or grades 10-12. It was determined in this study that academic data associated with ACT results and the grade 11 FCAT Science were effective predictors of a school's academic health in reading and mathematics. Student absenteeism showed the greatest impact on a school obtaining AYP in reading while the percentage of students qualifying for free and disabled populations within a school showed the greatest impact on a school obtaining AYP in mathematics. Teachers teaching out of field were identified as having a negative influence on AYP in reading and mathematics while a teacher's experience was considered a positive influence on AYP in mathematics only. Further research is necessary to fully explore the use of logistic regression as a predictive tool at the state, school district, and school level.
Show less
Date Issued: 2011
Identifier: CFE0003638, ucf:48848
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003638

Title: ADDRESSING THE ACHIEVEMENT GAP AND DISPROPORTIONALITY THROUGH THE USE OF CULTURALLY RESPONSIVE TEACHING PRACTICES.
Creator: Griner, Angela, Lue Stewart, Martha, University of Central Florida
Abstract / Description: Culturally responsive teaching practices in schools and classrooms have been shown to be an effective means of addressing the achievement gap, as well as the disproportionate representation of racially, culturally, ethnically, and linguistically diverse students in programs serving students with special needs. While there has been a recent influx in research discussing these issues, teachers and school staff lack clear examples and tools for best practices that will aid them in addressing the...
Show moreCulturally responsive teaching practices in schools and classrooms have been shown to be an effective means of addressing the achievement gap, as well as the disproportionate representation of racially, culturally, ethnically, and linguistically diverse students in programs serving students with special needs. While there has been a recent influx in research discussing these issues, teachers and school staff lack clear examples and tools for best practices that will aid them in addressing the achievement gap and disproportionality effectively within their schools. Conducted in three phases, this research provides a framework for developing, implementing, and evaluating a culturally responsive tool for schools and school staff in order to impact beliefs and practices related to culturally responsive teaching, leading to the enhanced learning outcomes of all students.
Show less
Date Issued: 2011
Identifier: CFE0003880, ucf:48759
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003880

Title: The relationship between participation in tutoring and accountability outcomes in three urban middle schools.
Creator: Rajadhyax, Pamela, Taylor, Rosemarye, Doherty, Walter, Baldwin, Lee, Fritz, Ronald, University of Central Florida
Abstract / Description: 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: Central Florida Educational Leaders' Professional Perceptions of Race to the Top Components Concerning Teacher Evaluation and Compensation.
Creator: Smith, Orin, Taylor, Rosemarye, Murray, Barbara, Doherty, Walter, Vitale, Thomas, University of Central Florida
Abstract / Description: This mixed-methods replication study was conducted to develop further understanding of the professional perceptions of educational leaders as to the fairness and impact of Race to the Top reforms concerning teacher evaluation and compensation on student achievement and growth. Graduate students in education and educational leadership from a target university were selected to complete an electronic survey to collect quantitative and qualitative data for analysis. Quantitative results from the...
Show moreThis mixed-methods replication study was conducted to develop further understanding of the professional perceptions of educational leaders as to the fairness and impact of Race to the Top reforms concerning teacher evaluation and compensation on student achievement and growth. Graduate students in education and educational leadership from a target university were selected to complete an electronic survey to collect quantitative and qualitative data for analysis. Quantitative results from the electronic survey revealed limited diversity in professional perceptions of the five identified components of RTTT based upon professional classification or percentage free and reduced lunch population at the school sites where assigned. Among the identified RTTT components, the component that provided for the use of school- or team-level VAM scores as part of the evaluation and compensation system was consistently viewed as the least fair and least impactful by respondents. Analysis of the qualitative data revealed a number of themes that effected respondents' professional perceptions of the RTTT initiative. The use of a value-added model in RTTT reforms, the variables considered by the model, and communication and implementation problems associated with the reforms were the central areas of concern among survey respondents. This study provided follow-up data to Windish's 2012 study and showed a negative general trajectory of the professional perceptions of educational leaders related to this high-profile, national educational reform effort.
Show less
Date Issued: 2015
Identifier: CFE0005716, ucf:50157
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005716

Title: A Comparison of Students' and Parents' Mathematics Attitudes and Achievement At A Private Historically Black University.
Creator: Childs, Kristopher, Dixon, Juli, Hynes, Mike, Haciomeroglu, Erhan, Swan, Bonnie, University of Central Florida
Abstract / Description: The focus of this research was to compare students' and their parents' mathematical attitudes using the Attitudes Towards Mathematics Instrument (ATMI). The sample consisted of 476 newly-enrolled students and 263 parents attending the New Student Orientation and Leadership program at a private historically black university. The sample was predominantly African American, with 96% of the students and 95% of the parents identifying themselves as African American. The ATMI total score and...
Show moreThe focus of this research was to compare students' and their parents' mathematical attitudes using the Attitudes Towards Mathematics Instrument (ATMI). The sample consisted of 476 newly-enrolled students and 263 parents attending the New Student Orientation and Leadership program at a private historically black university. The sample was predominantly African American, with 96% of the students and 95% of the parents identifying themselves as African American. The ATMI total score and subscale scores of self-confidence, value, enjoyment, and motivation were explored to determine if there was a relationship between the mathematics attitudes of students enrolled at a private historically black university and their parents'. Analysis was conducted to determine if there was a relationship between the students' mathematics academic achievement as demonstrated on the ACT/SAT by the mathematics subset score and their mathematics attitude. Additional analysis was conducted to determine if there was a relationship between students' mathematics academic achievement as demonstrated on the ACT/SAT by the mathematics subset score and their parents' mathematics attitude. The researcher found a statistically significant relationship between mathematics attitudes of students and their mothers as measured by the ATMI total score and subscales: self-confidence, value, enjoyment, and motivation. The researcher found a statistically significant relationship between mathematics attitudes of students and their fathers as measured by the ATMI motivation subscale. No statistically significant relationship was found between students' mathematics academic achievement as demonstrated on the ACT/SAT by the mathematics subset score and their parents' mathematics attitude total score or the subscale scores. A statistically significant relationship between students' academic achievement and their attitudes towards mathematics total score and subscale scores: self-confidence, value, enjoyment, and motivation was found in this research. The findings of this study provide a line of research to further explore mathematics attitudes and its relationship to African American student achievement.
Show less
Date Issued: 2013
Identifier: CFE0005316, ucf:50514
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005316

Title: Study on Spanish for Native Speakers Curriculum and Academic Achievement in Florida.
Creator: Maino, Paola, Boyd, Tammy, Short, Edmund, Owens, James, Conroy, Annabelle, University of Central Florida
Abstract / Description: Using data on all Hispanic high school students in Central and Southern Florida, this study examines Cummins' Linguistic Interdependence concept by studying how the availability and English Language Learners (ELL) student participation in Spanish for Native Speakers (SNS) programs in Florida high schools is associated with Hispanic academic achievement. The availability of SNS programs was studied using data provided by the FLDOE on all high schools in Florida for 2009-2010. The study used...
Show moreUsing data on all Hispanic high school students in Central and Southern Florida, this study examines Cummins' Linguistic Interdependence concept by studying how the availability and English Language Learners (ELL) student participation in Spanish for Native Speakers (SNS) programs in Florida high schools is associated with Hispanic academic achievement. The availability of SNS programs was studied using data provided by the FLDOE on all high schools in Florida for 2009-2010. The study used individual level data on all Hispanic ELL students in Central and Southeast counties who attended 12th grade during each year from 2006/2007 through 2009/2010, and then tracked the students' entire high school experience from 9th to 12th grade. Student FCAT scores were used as the dependent variable. Testing for differences in means and linear and logistic regression analysis were used to examine these questions. The results showed that SNS tend to be offered in large high schools, with a large Hispanic student and teacher population, which have lower average FCAT scores, and are located in counties that tend to vote Democratic. The results found indicate that student participation in SNS program does not affect students' overall FCAT scores. However, students who participate in SNS courses tend to perform better in Math FCAT, but not in Reading FCAT, when compared to their peers of similar Hispanic background that did not participate in SNS courses. The results supported Cummins' Linguistic Interdependence concept, as L1 maintenance may promote academic achievement, depending on the academic subject. The most important attribute of these results was the association found between L1 maintenance and academic skills in Math. The study argues for the possibility of cognitive development occurring at deeper levels due to L1 maintenance, and expressed through abstract and logical thought such as Mathematical proficiency. Future studies may benefit by approaching this subject in a longitudinal manner and examine how student participation in SNS is associated with educational attainment, including high school graduation, college enrollment and graduation, job prospects and social mobility. The results also suggest that there is a higher probability that SNS curriculum is offered in high schools located in counties that tend to vote Democratic, indicating that location is intrinsically dependent on stakeholders' political views on the education of minority students. Therefore, future studies may examine stakeholders' involvement in the decision making process of curriculum at the county, school, and classroom level, in order to find out what are the driving forces making possible or not the availability of SNS curriculum in the state of Florida.
Show less
Date Issued: 2013
Identifier: CFE0004711, ucf:49837
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004711

Title: EXPLAINING CHURN: MASS SOCIETY, SOCIAL CAPITAL, & COMMUNITY CHURN.
Creator: Edelen, Delores, Wright, James, University of Central Florida
Abstract / Description: Population churn--the population turnover experienced by a community--can have differential effects on a community. Mass society theory suggests that because the churn rate experienced by communities can contribute to their uprooting, fragmentation, and isolation, churn is a potent threat to the stability of our modern day communities. Social capital theory, to the contrary, suggests otherwise. Social capital theory suggests that churn can have positive effects on communities by bringing new...
Show morePopulation churn--the population turnover experienced by a community--can have differential effects on a community. Mass society theory suggests that because the churn rate experienced by communities can contribute to their uprooting, fragmentation, and isolation, churn is a potent threat to the stability of our modern day communities. Social capital theory, to the contrary, suggests otherwise. Social capital theory suggests that churn can have positive effects on communities by bringing new migrants with valuable human capital skills and experiences to communities. These migrants bring to their new communities the potential for creating new jobs, spurring economic development, and for initiating housing starts that expand housing options for the poor and minorities. In so doing, they help create and sustain vibrant, growing modern day communities. Yet in spite of the significant role churn may play in determining the health and viability of modern day communities, it has been overlooked in the migration literature, which is mostly dominated by individual-level research on the causes and effects of migration, particularly the pecuniary benefits to movers. Using county-level data and multivariate analyses, this research seeks to fill this gap in the literature by examining the relationship between the community and churn, from the perspectives provided by social capital and mass society theories.
Show less
Date Issued: 2004
Identifier: CFE0000224, ucf:46257
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000224

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.
Show less
Date Issued: 2019
Identifier: CFE0007727, ucf:52416
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007727

student achievement (31)	+ -
Student Achievement (14)	+ -
academic achievement (5)	+ -
professional development (5)	+ -
FCAT (4)	+ -

achievement gap (4)	+ -
Education (3)	+ -
Florida Comprehensive Assessment Test (3)	+ -
educational leadership (3)	+ -
mathematics achievement (3)	+ -
teacher evaluation (3)	+ -
Academic Achievement (2)	+ -
Assessment (2)	+ -
Ethnicity (2)	+ -
Florida (2)	+ -
Mathematics (2)	+ -
Middle School (2)	+ -
NCLB (2)	+ -
VAM (2)	+ -
charter schools (2)	+ -
high school transition (2)	+ -
low socio-economic status (2)	+ -
mathematics (2)	+ -
middle school (2)	+ -
poverty (2)	+ -
reading achievement (2)	+ -
school culture (2)	+ -
secondary education (2)	+ -
self-efficacy (2)	+ -
special education (2)	+ -

ETD Collection (67)	+ -
Honors Collection (1)	+ -

University of Central Florida (68)	+ -
Taylor, Rosemarye (23)	+ -
Murray, Kenneth (20)	+ -
Doherty, Walter (19)	+ -
Murray, Barbara (18)	+ -

Baldwin, Lee (9)	+ -
Hutchinson, Cynthia (6)	+ -
Vitale, Thomas (6)	+ -
Baldwin, Gordon (5)	+ -
Bai, Haiyan (4)	+ -
Haciomeroglu, Erhan (3)	+ -
Hopp, Carolyn (3)	+ -
Johnson, Jerry (3)	+ -
Pawlas, George (3)	+ -
Robinson, Edward (3)	+ -
Storey, Valerie A. (3)	+ -
Andreasen, Janet (2)	+ -
Boote, David (2)	+ -
Bozeman, William (2)	+ -
Bradshaw, Leigh (2)	+ -
Carter, James (2)	+ -
Dixon, Juli (2)	+ -
Fritz, Ronald (2)	+ -
Hayes, Grant (2)	+ -
Holt, Larry (2)	+ -
Jeanpierre, Bobby (2)	+ -
Kaplan, Jeffrey (2)	+ -
Kennedy, Mary (2)	+ -
Puig, Enrique (2)	+ -
Roberts, Sherron (2)	+ -

Search In

Pages

Pages

Sort Results By:

Narrow results by:

Topical Subject

Collection

Type of Resource

Language

Creator

Format

Owner