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A Study on the Relationships Between Participation in Tutoring and Accountability Measures in One Urban High School
Title
A Study on the Relationships Between Participation in Tutoring and Accountability Measures in One Urban High School.
Creator
Maestre, Hector, Taylor, Rosemarye, Doherty, Walter, Baldwin, Lee, Zugelder, Bryan, University of Central Florida
Abstract / Description
The purpose of this study was to identify relationships between an urban high school's student participation in an after-school tutoring program and its relationship to accountability measures on the Florida Comprehensive Assessment Test (FCAT) Reading and End of Course (EOC) exams in the 2013-2014 school year. The research aimed to determine the influence of tutoring participation for urban high school students.Participants included students enrolled in one urban high school who participated...
Show moreThe purpose of this study was to identify relationships between an urban high school's student participation in an after-school tutoring program and its relationship to accountability measures on the Florida Comprehensive Assessment Test (FCAT) Reading and End of Course (EOC) exams in the 2013-2014 school year. The research aimed to determine the influence of tutoring participation for urban high school students.Participants included students enrolled in one urban high school who participated in the FCAT Reading and EOC assessments and is was identified if they participated in the school tutoring program or not.Quantitative results revealed the relationship between students' frequency of participation and performance outcomes on state assessments. Then, the relationship between achievement on state assessments for all students, students with disabilities, and English Learners who participated in after school tutoring and those who did not participate in after school tutoring were examined. Finally, the relations of frequency of participation in tutoring to corresponding final grades were evaluated. Participants included students enrolled in one urban high school who participated in the FCAT Reading and EOC assessments and it was identified if they participated in the after school tutoring program or not. Statistically significant differences in performance outcomes existed between tutored students in mathematics courses who participated in tutoring and those who did not. However, there was no statistically significant difference in performance outcomes with students in courses that were heavily based on reading as a result of their participation in tutoring. The students with disabilities subgroup as well as the English Learners subgroup both experienced statistically significant differences in reading scores as a result in tutoring participation. These same subgroups did not experience statistically significant difference on other assessments: Algebra 1 EOC, Geometry EOC, Biology EOC, and U.S. History EOC.Although this study identified relationships tutoring participation had with accountability measures achieved by students there is still much to be understood. The structure and approach to tutoring intervention programs should continue to be sought after in research in an effort to continue providing all students with opportunities for success on high stakes testing.
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Date Issued
2015
Identifier
CFE0005832, ucf:50906
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005832
STUDENT RETENTION IN FLORIDA COMMUNITY COLLEGES:CCSSE'S RETENTION INDEX AND FLORIDA ACCOUNTABILITY MEASURES
Title
STUDENT RETENTION IN FLORIDA COMMUNITY COLLEGES:CCSSE'S RETENTION INDEX AND FLORIDA ACCOUNTABILITY MEASURES.
Creator
ROMAN, Marcia, Taylor, Rosemarye, University of Central Florida
Abstract / Description
Student retention has become a serious topic in the past several decades (Wild and Ebbers, 2002). Problematic, however, is how retention is defined and measured, as well as a lack of multi-institutional studies that support a theoretical model for improving student retention, particularly in community colleges (Bailey & Alfonso, 2005). The Community College Survey of Student Engagement (CCSSE) was launched in 2001. Based on extensive research that pertains to student learning and persistence,...
Show moreStudent retention has become a serious topic in the past several decades (Wild and Ebbers, 2002). Problematic, however, is how retention is defined and measured, as well as a lack of multi-institutional studies that support a theoretical model for improving student retention, particularly in community colleges (Bailey & Alfonso, 2005). The Community College Survey of Student Engagement (CCSSE) was launched in 2001. Based on extensive research that pertains to student learning and persistence, CCSSE defined five benchmarks of educational practice. Three of the benchmarks comprise the Retention Index. CCSSE has encouraged additional studies to further validate the relatively new survey instrument. Florida's legislature has a keen interest in the performance of educational institutions which are mandated by statute to participate in system-wide data collection from which accountability measures are drawn, including institutional retention rates. Using institutional level data in simple and multiple linear regressions, this study examined the relationship between the Florida Community Colleges' CCSSE Retention Indices and their retention rate(s) measured by the Florida Accountability Measure. Student level data was also analyzed using a Nested ANOVA to examine mean differences in CCSSE Retention Index scores of students from different racial and gender groups when accounting for the possible influence of institution attended.
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Date Issued
2006
Identifier
CFE0001355, ucf:47006
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001355