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THE ACADEMIC ACHIEVEMENT OF AFRICAN-AMERICAN STUDENTS IN ORANGE COUNTY PUBLIC HIGH SCHOOLS
Title
THE ACADEMIC ACHIEVEMENT OF AFRICAN-AMERICAN STUDENTS IN ORANGE COUNTY PUBLIC HIGH SCHOOLS.
Creator
Adams, Athena, Taylor, Rosemarye, University of Central Florida
Abstract / Description
The study was conducted to determine the disparity between the academic achievement of African American students and the academic achievement of white American students in the state of Florida, and more specifically, in five high schools in Orange County Public Schools. The term "African American" included all students who self-identified as that race upon enrollment into an Orange County public school. The study included male and female African American students from different socio-economic...
Show moreThe study was conducted to determine the disparity between the academic achievement of African American students and the academic achievement of white American students in the state of Florida, and more specifically, in five high schools in Orange County Public Schools. The term "African American" included all students who self-identified as that race upon enrollment into an Orange County public school. The study included male and female African American students from different socio-economic levels. The term "differences in academic achievement" is most commonly referred to as "achievement gap." Additionally, this study sought to determine the relationship, if any, in the achievement of African American students' academic achievement in five high schools in Orange County Public Schools, Orlando, Florida. In addition, the purpose was to identify differences in achievement level based upon the school attended, gender, socio-economic levels, class size, and qualifications of the teachers. The methods and procedures used to determine if there was an achievement gap between African-American and white American high school students was to review: (a) gain in African-American students on the reading portion of the Florida Comprehensive Assessment Test, from the 2003-2004 administration to the 2004-2005 administration in five Orange County public high schools, (b) difference between African-American students' 2004-2005 reading portion of the Florida Comprehensive Assessment Test percentage at proficient (level 3 and above) and white American students in five public high schools in Orange, (c) the relationship between African-American students' 2004-2005 reading portion of the Florida Comprehensive Assessment Test percent at proficient (level 3 and above) and the school poverty rate in all public high schools in Orange County, (d) the characteristics of schools making gains in reading. There were four conclusions based on the review of literature, as well as the data collected from the five high schools. Under the provision and penalties attached to the No Child Left Behind legislation, there was a noticeable gap in achievement between African-American students and their white American counterparts in each of the examined schools over a two year time period. In schools with a greater percentage of white students, African-American students, overall, performed at a higher level. The achievement gap was narrower and the percent at proficient and above was higher for all students in schools where white students represented a greater percentage of the students. In schools with a lower percentage of students on free and/or reduced lunch, the percent of students reading at proficient or above was higher and the achievement gap was less between African-American students and their white counterparts. Furthermore, the data indicated that as the percent of students on free and reduced lunch at a given school increases, the rate of those reading at proficient and above for African-American students was lower. In schools with a wide array of diversity, students overall have higher achievement scores. Based on the data in the study, the school with the highest rate of student proficient and above, was the school with the greatest diversity population of students.
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Date Issued
2008
Identifier
CFE0002148, ucf:47511
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002148
THE EFFECTS OF A RESPONSIBILITY-BASED CHARACTER EDUCATION PROGRAM ON MIDDLE SCHOOL ACADEMIC ACHIEVEMENT AND SCHOOL CLIMATE AT AN INTERNATIONAL SCHOOL IN EAST AFRICA
Title
THE EFFECTS OF A RESPONSIBILITY-BASED CHARACTER EDUCATION PROGRAM ON MIDDLE SCHOOL ACADEMIC ACHIEVEMENT AND SCHOOL CLIMATE AT AN INTERNATIONAL SCHOOL IN EAST AFRICA.
Creator
HOWARD, TERRY, ROBINSON, EDWARD, University of Central Florida
Abstract / Description
The purpose of this research was to determine the effectiveness of a character education program on middle school student academic performance, effort and attitude about their school located in an international setting. Middle school students at the participating international school were assigned to either an experimental or control group. Those students in the experimental group classes received a series of 12 lessons focusing on the character trait of responsibility. Those students in the...
Show moreThe purpose of this research was to determine the effectiveness of a character education program on middle school student academic performance, effort and attitude about their school located in an international setting. Middle school students at the participating international school were assigned to either an experimental or control group. Those students in the experimental group classes received a series of 12 lessons focusing on the character trait of responsibility. Those students in the control group classes did not receive these lessons. Twelve responsibility-based lessons were presented to students in the experimental group. Student academic grades in six different academic subjects, effort scores in six different academic courses, and student attitude concerning school climate constituted the dependent variable. The literature review and the general results of this study indicate that there are many factors that may influence student academic performance, effort or attitude. Various character education programs which have been designed to be integrated into school curricula as part of pre-existing courses or as stand alone programs have had varying levels of success. There is limited quantitative data available to support the claims that many existing programs make related to their effectiveness. The data collected from this study were also inconclusive making it difficult to generalize the findings beyond the scope of this study. While certain middle school grade levels showed statistically significant improvement in some academic disciplines or effort improvement in some subjects it would not be appropriate to generalize the findings based on this investigation. Implications of this study and suggestions for future investigations are discussed.
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Date Issued
2005
Identifier
CFE0000620, ucf:46518
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000620
AN ANALYSIS AND COMPARISON OF SCHOOL CULTURE WITH ACADEMIC ACHIEVEMENT OF MIDDLE SCHOOL STUDENTS WITH SPECIFIC LEARNING DISABILITIES
Title
AN ANALYSIS AND COMPARISON OF SCHOOL CULTURE WITH ACADEMIC ACHIEVEMENT OF MIDDLE SCHOOL STUDENTS WITH SPECIFIC LEARNING DISABILITIES.
Creator
Quiambao, Joan, Magann, Douglas, University of Central Florida
Abstract / Description
This study was developed to generate data about the overall culture of selected central Florida middle schools in Osceola County. It was designed to enhance the existing body of knowledge on collaboration, collegiality and self-efficacy, as related to the academic achievement of students with specific learning disabilities. This study focused on two research questions: (a) to determine how well the three key areas of school culture (collaboration, collegiality and teacher efficacy) predict...
Show moreThis study was developed to generate data about the overall culture of selected central Florida middle schools in Osceola County. It was designed to enhance the existing body of knowledge on collaboration, collegiality and self-efficacy, as related to the academic achievement of students with specific learning disabilities. This study focused on two research questions: (a) to determine how well the three key areas of school culture (collaboration, collegiality and teacher efficacy) predict the placement of middle school students with specific learning disabilities in general education or special education (resource and separate class)settings and (b) to determine what relationships (if any) exist between the three key areas of school culture (collaboration, collegiality and teacher efficacy) and FCAT Reading and Mathematics scores of middle school students with specific learning disabilities. Secondary analyses consisted of (a) analyzing and comparing the three areas of school culture across the selected schools and (b) analyzing and comparing FCAT Reading and Mathematics scores of middle school students with learning disabilities across general education, resource and separate class educational settings. The population of this study consisted of seventh and eighth grade middle school students with specific learning disabilities during the 2003 - 2004 school year in the selected middle schools in Osceola County Public Schools, Kissimmee, Florida. To control for the high mobility rate, only those students who attended the same middle school since grade 6 were selected. Twenty-five general education and five exceptional education teachers were randomly selected from each of the four selected middle schools. FCAT Reading comprehension and Mathematics problem solving percentile rank scores for all selected students with specific learning disabilities over a four-year period (2001 through 2004). According to a review of professional literature research findings, the researcher concluded that (a) none of the three key areas of school culture (collaboration, collegilaity or teacher efficacy) predicted the placement of middle school students with specific learning disabilities in general education or special education (resource or separate class) educational settings and (b) there were no relationships between any of the three key areas of school culture and FCAT Reading and Mathematics scores for middle school students with specific learning disabilities in the sample population. Secondary analyses revealed (a) strong overall cultures in the selected middle schools, as overall culture scores in collaboration, collegiality and teacher efficacy ranged from the mid 2nd quartile to mid 3rd quartile; (b) statistically significant differences between Reading and Mathematics FCAT scores for students in general education as opposed to those in resource or separate class placements. (No statistically significant differences were found between FCAT Reading and Mathematics scores of students in resource room or separate class placements.)
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Date Issued
2004
Identifier
CFE0000194, ucf:46154
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000194
ACHIEVEMENT GAPS THROUGHOUT THE EDUCATION PIPELINE: TRACKING THE TRENDS BEFORE AND AFTER THE FLORIDA EDUCATION GOVERNANCE REORGANIZATION ACT OF 2000
Title
ACHIEVEMENT GAPS THROUGHOUT THE EDUCATION PIPELINE: TRACKING THE TRENDS BEFORE AND AFTER THE FLORIDA EDUCATION GOVERNANCE REORGANIZATION ACT OF 2000.
Creator
EMAS, RACHEL, KIEL, DWIGHT, University of Central Florida
Abstract / Description
To assess the effectiveness of the Florida Education Governance Reorganization Act of 2000, I analyze the achievement gaps across different levels of the education pipeline: elementary, secondary, and postsecondary. This paper evaluates three objectives of Florida's new system: strengthening of foundation skills, improvement of college and career readiness, and the expansion of opportunities for postsecondary degrees, by asking: Has the introduction of a PreK-20 seamless system in Florida...
Show moreTo assess the effectiveness of the Florida Education Governance Reorganization Act of 2000, I analyze the achievement gaps across different levels of the education pipeline: elementary, secondary, and postsecondary. This paper evaluates three objectives of Florida's new system: strengthening of foundation skills, improvement of college and career readiness, and the expansion of opportunities for postsecondary degrees, by asking: Has the introduction of a PreK-20 seamless system in Florida reduced the educational achievement gaps between students, compared to Texas, which has not instituted a seamless system? At the elementary level, the analysis looks at 4th and 8th grade National Assessment of Education Progress (NAEP) average scale scores, from 1998 to 2007, of White, African-American, and Hispanic students and those students eligible and ineligible for the National School Lunch Program. At the secondary level, a comparison is made between the Advanced Placement passing rates of White, African-American, and Hispanic students from 1997 to 2008. At the postsecondary level, this paper examines the proportion of professional, master, and doctoral degrees awarded to White, African-American, and Hispanic students from 1995 to 2007. Results show that although Florida has raised the level of achievement for White, African-American, and Hispanic students in the past ten years, disparities between these groups still exist in NAEP scores, AP passing rates, and the proportion of graduate degrees conferred. Therefore, while the state has made progress towards its three goals, achievement gaps still remain in several levels of Florida's PreK-20 education system.
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Date Issued
2009
Identifier
CFE0002705, ucf:48175
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002705
The Implications of a High Academic Ability Learning Environment on Third Grade Gifted Students' Academic Achievement in Florida Public Schools
Title
The Implications of a High Academic Ability Learning Environment on Third Grade Gifted Students' Academic Achievement in Florida Public Schools.
Creator
Cady, Julie, Murray, Barbara, Taylor, Rosemarye, Murray, Kenneth, Spadaccini, Becky, University of Central Florida
Abstract / Description
The purpose of this two year study was to investigate the implications of a high academic ability learning environment on the achievement scores of third grade gifted students who attended the Florida Brevard County Public School System. Learning environment was defined by the students' academic ability level, whether high academic ability or heterogeneous academic ability, and for this study was the independent variable. Academic achievement, as measured by the 2011 and the 2012 Florida...
Show moreThe purpose of this two year study was to investigate the implications of a high academic ability learning environment on the achievement scores of third grade gifted students who attended the Florida Brevard County Public School System. Learning environment was defined by the students' academic ability level, whether high academic ability or heterogeneous academic ability, and for this study was the independent variable. Academic achievement, as measured by the 2011 and the 2012 Florida Comprehensive Assessment Test(&)#174; 2.0 (FCAT 2.0) Mathematics and Reading Developmental Scale Scores (DSS), was the dependent variable. Other student data such as gender and socioeconomic status were also collected and used along with classroom structure to examine the extent to which third grade gifted students' reading and mathematics performance could be predicted. Random samples of students were drawn from the third grade gifted student population attending Florida Brevard County Public School System in the 2010-2011 and the 2011-2012 school years. Using an independent samples t-test, analysis of the 2011 FCAT 2.0 Reading and Mathematics found a statistically significant difference in both the students' FCAT 2.0 Mathematics and the students' FCAT 2.0 Reading achievement test scores based on the classroom structure. Specifically, there was enough evidence to support the claim that third grade gifted students who learned in a homogeneous high academic ability learning environment scored significantly higher on reading and mathematics standardize tests than did third grade gifted students who learned in a heterogeneous academic ability learning environment. Approximately 14% of the variance in reading and mathematics scores could be accounted for by classroom structure. However, different results were found with the 2012 FCAT 2.0 Mathematics and Reading scores. The results from the 2011-2012 school year indicated that there was not a significant difference in mean reading and mathematics scores between third grade gifted students who learn in a homogeneous high academic ability learning environment and third grade gifted students who learn in a heterogeneous academic ability learning environment. The recommendations include that subsequent studies incorporate a wider range of grade levels, perhaps even include methods of instructional delivery, types of gifted services provided, and teachers' years of experience. In addition, recommendations are that future studies address the academic performance of high academic ability non-gifted students who learn in homogeneous high academic ability classroom environments verses those who learn in heterogeneous academic ability classroom structures.
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Date Issued
2013
Identifier
CFE0004661, ucf:49896
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004661
AN EXAMINATION OF TIME USE PATTERNS INFLUENCE ON ACADEMIC ACHIEVEMENT AMONG AFRICAN AMERICAN AND HISPANIC MALE HIGH SCHOOL STUDENT ATHLETES
Title
AN EXAMINATION OF TIME USE PATTERNS INFLUENCE ON ACADEMIC ACHIEVEMENT AMONG AFRICAN AMERICAN AND HISPANIC MALE HIGH SCHOOL STUDENT ATHLETES.
Creator
Riley, Keith, Holt, Larry, University of Central Florida
Abstract / Description
The purpose of this investigation is to contribute to the body of knowledge in the area of effective time management skills among African American and Hispanic male student athletes and their academic achievement utilizing the Educational Longitudinal Study of 2002 (ELS: 2002) Base year thru the First follow-up database. The researcher has assessed indicators (socioeconomic status, time use patterns, sports participation, and race) within the construct of academic achievement among African...
Show moreThe purpose of this investigation is to contribute to the body of knowledge in the area of effective time management skills among African American and Hispanic male student athletes and their academic achievement utilizing the Educational Longitudinal Study of 2002 (ELS: 2002) Base year thru the First follow-up database. The researcher has assessed indicators (socioeconomic status, time use patterns, sports participation, and race) within the construct of academic achievement among African American and Hispanic male high school student athletes. Their contribution to the main effects revealed that statistically significant differences exist between the non-sports participant and sports participant groups. After controlling for time spent completing mathematics homework and socioeconomic status, the findings revealed that time spent completing math homework was significantly related to academic achievement for African American and Hispanic male student athletes. Time spent watching television was not significantly related to academic achievement for African American and Hispanic male student athletes. For the variable time spent playing on the computer game, the analysis indicated that the detrimental effect of time spent playing video/computer games was the same for African American and Hispanic male student athletes. Finally, it is noteworthy that effective use of time (i.e., playing video games less) and sports participation positively influences academic achievement of African American and Hispanic males high school student athletes. Strategies were uncovered for possible future research among African American and Hispanic male student athletes to increase academic achievement levels.
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Date Issued
2007
Identifier
CFE0001580, ucf:47109
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001580
THE EFFECTS OF LOOPING ON STUDENT ACHIEVEMENT AND SELF-EFFICACY OF EXCEPTIONAL EDUCATION STUDENTS
Title
THE EFFECTS OF LOOPING ON STUDENT ACHIEVEMENT AND SELF-EFFICACY OF EXCEPTIONAL EDUCATION STUDENTS.
Creator
Thomas, Marybeth, Ezell, Dan, University of Central Florida
Abstract / Description
The focus of the current study was to examine the effects of looping on academic achievement and self-efficacy for Exceptional Student Education (ESE) students. The basic design of this study was causal comparative, or ex post facto, because the researcher was seeking to identify a difference in achievement based on developmental scale scores between the two groups of looping and non-looping students with ESE classifications. A retrospective causal comparative study was chosen because the...
Show moreThe focus of the current study was to examine the effects of looping on academic achievement and self-efficacy for Exceptional Student Education (ESE) students. The basic design of this study was causal comparative, or ex post facto, because the researcher was seeking to identify a difference in achievement based on developmental scale scores between the two groups of looping and non-looping students with ESE classifications. A retrospective causal comparative study was chosen because the researcher began with a potential cause, looping, and studied the potential effects on achievement and self efficacy. The hypotheses were that the experimental group would outperform the control group on student achievement measures in reading and math as a result of participation in the looping classroom. In addition, it was hypothesized that the experimental group would outperform the control group on measures of self-efficacy and that there would be a correlation between reading and math developmental scale scores and self-efficacy scores. Results indicated no statistically significant difference between the experimental and control groups on measures of achievement in reading and math. Additionally, no statistically significant difference was found between the groups on measures of self-efficacy. However, moderate and statistically significant relationships were found between self-efficacy scores and reading and math development, respectively. The findings of this study indicate further research may be warranted to explore the benefits of looping in providing a more positive environment for students' emotional growth.
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Date Issued
2005
Identifier
CFE0000773, ucf:46561
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000773
ACADEMIC ACHIEVEMENT OF HISPANIC STUDENTS IN ORANGE COUNTY PUBLIC HIGH SCHOOLS:DO HISPANIC STUDENTS HAVE VARYING DEGREES OF ACADEMIC SUCCESS BASED ON THE HIGH SCHOOL THEY ATTEND?
Title
ACADEMIC ACHIEVEMENT OF HISPANIC STUDENTS IN ORANGE COUNTY PUBLIC HIGH SCHOOLS:DO HISPANIC STUDENTS HAVE VARYING DEGREES OF ACADEMIC SUCCESS BASED ON THE HIGH SCHOOL THEY ATTEND?.
Creator
Fox, Lawrence, Taylor, Rosemayre, University of Central Florida
Abstract / Description
This study examined academic achievement levels of Hispanic high school students. Seven high schools in Orange County Public Schools in Orlando, Florida were selected. The schools were selected based on socio-economic status and demographics to provide a wide range of participation. The following are some of the purposes that guided this study: (a) to determine if there are differences in academic achievement among Hispanic high school students in each school, (b) to determine differences in...
Show moreThis study examined academic achievement levels of Hispanic high school students. Seven high schools in Orange County Public Schools in Orlando, Florida were selected. The schools were selected based on socio-economic status and demographics to provide a wide range of participation. The following are some of the purposes that guided this study: (a) to determine if there are differences in academic achievement among Hispanic high school students in each school, (b) to determine differences in academic achievement based on gender, (c) to determine differences in academic achievement based on LEP status, and (d) to determine if there is a relationship between grade point average and FCAT Reading scores and FCAT Mathematic scores. The findings of this study were delineated through an examination of data using mean Grade Point Averages, mean Florida Comprehensive Assessment Test Scores (Reading and Mathematics), socio-economics, gender, Limited English Proficiency status, and attendance. This study supported, but are not limited to, the following conclusions: (a) There was a difference in grade point averages among Hispanic high school students, (b) Hispanic students have lower mean grade point averages and lower mean FCAT Reading and Mathematic scores when compared to the school as a whole, (c) there are relationships between attendance and grade point averages and there is a relationship between grade point average and FCAT Reading and Mathematic scores (d) there are differences in grade point averages between male and female Hispanic students, (e) there is a difference in grade point average based on socio-economic level, and (f) there is a difference in grade point averages based on LEP status. Recommendations of the study include but are not limited to (a) further research in the area of academic achievement among Hispanic students but to disaggregate Hispanics to look for distinct differences. (b) research in the area of comparing LEP students and academic achievement., (c) research to determine why there is a disparity in numbers of 9th grade Hispanic students and 12th grade Hispanic students, (d) research of Hispanic students by doing a longitudinal study. The longitudinal study should follow 9th grade students from the high schools in one or more county through four years.
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Date Issued
2005
Identifier
CFE0000574, ucf:46446
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000574
EFFECTS OF SCHOOL MEAL CONSUMPTION ON SCHOOL-RELATED FACTORS IN ELEMENTARY SCHOOL-AGED CHILDREN
Title
EFFECTS OF SCHOOL MEAL CONSUMPTION ON SCHOOL-RELATED FACTORS IN ELEMENTARY SCHOOL-AGED CHILDREN.
Creator
Reynolds, Megan, Garcia, Jeanette, University of Central Florida
Abstract / Description
The purpose of this study was to examine teacher perception of student school meal preferences in an elementary school setting. This was a cross-sectional mixed-methods study that is part of a larger study to develop a nutrition education program for elementary school children. Focus groups and surveys were administered to faculty at a charter school in downtown Orlando to gain insight into the types of food offered at school and student response to these food items. All members of the...
Show moreThe purpose of this study was to examine teacher perception of student school meal preferences in an elementary school setting. This was a cross-sectional mixed-methods study that is part of a larger study to develop a nutrition education program for elementary school children. Focus groups and surveys were administered to faculty at a charter school in downtown Orlando to gain insight into the types of food offered at school and student response to these food items. All members of the faculty were invited to participate in the study, and seven teachers volunteered to take part in this study. Focus groups were recorded using tape recorders; they were then transcribed verbatim and coded independently by two research assistants. Results of this study showed that according to members of faculty, overall, the food served in school during breakfast and lunch is of poor quality. Portion sizes were acceptable according to participants, however, there is still too much food is being wasted. The students do not respond well to breakfast or lunch, which has adversely affected the academic performance of students as well as their classroom behavior due to hunger and low energy levels. It was also noted that older children expressed interest in learning about topics pertaining to nutrition. This study is the first stage of a larger initiative to develop nutrition education programs and to encourage conversation regarding school meal reform, especially as it pertains to those individuals of low socioeconomic status. The implications for this study could be beneficial for a wide-range of children who attend school on a daily basis.
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Date Issued
2018
Identifier
CFH2000436, ucf:45716
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000436
ADHD BEHAVIOR PROBLEMS AND NEAR- AND LONG-TERM SCHOLASTIC ACHIEVEMENT: DIFFERENTIAL MEDIATING EFFECTS OF VERBAL AND VISUOSPATIAL MEMORY
Title
ADHD BEHAVIOR PROBLEMS AND NEAR- AND LONG-TERM SCHOLASTIC ACHIEVEMENT: DIFFERENTIAL MEDIATING EFFECTS OF VERBAL AND VISUOSPATIAL MEMORY.
Creator
Sarver, Dustin, Rapport, Mark, University of Central Florida
Abstract / Description
The current study examined verbal and visuospatial memory abilities as potential mediators of the relationship among ADHD behavior problems and near- and long-term scholastic achievement. Scholastic achievement was measured initially and at 4-year follow-up in an ethnically diverse sample of children (N = 325). Nested composite (reading, math, language) and domain-specific reading structural equation models revealed that ADHD behavior problems exerted a negative influence on scholastic...
Show moreThe current study examined verbal and visuospatial memory abilities as potential mediators of the relationship among ADHD behavior problems and near- and long-term scholastic achievement. Scholastic achievement was measured initially and at 4-year follow-up in an ethnically diverse sample of children (N = 325). Nested composite (reading, math, language) and domain-specific reading structural equation models revealed that ADHD behavior problems exerted a negative influence on scholastic achievement measures, both initially and at follow-up. Much of this influence, however, was mediated by verbal memory's contribution to near-term achievement, whereas visuospatial memory contributed more robustly to long-term achievement. For the domain-specific math achievement model, the collective influence of verbal and visuospatial memory fully mediated the direct influence of ADHD behavior problems on near-term math achievement, and visuospatial memory alone contributed to both near- and long-term achievement. In all models, measured intelligence made no contribution to later achievement beyond its initial influence on early achievement. The results contribute to the understanding of the developmental trajectory of scholastic achievement, and have potential implications for developing remedial programs targeting verbal and visual memory deficits in children with ADHD behavior problems.
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Date Issued
2010
Identifier
CFE0003502, ucf:48950
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003502
The Relationship Among African American Students' SAT Reasoning Test Scores and Participation in Advanced Placement Courses in One Large Urban School District in A Southern State in 2010-2011
Title
The Relationship Among African American Students' SAT Reasoning Test Scores and Participation in Advanced Placement Courses in One Large Urban School District in A Southern State in 2010-2011.
Creator
Fennoy, Donald, Taylor, Rosemarye, Murray, Kenneth, Doherty, Walter, Baldwin, Gordon, University of Central Florida
Abstract / Description
The purpose of this study was to provide insight into the relationship of Advanced Placement (AP) participation on closing the achievement gap between African American students and other ethnic/racial groups (White, Hispanic, and Asian) in a large urban school district in a southern state. Two major issues were considered: (a) the impact of high school student Advanced Placement participation on SAT Reasoning Test scores and (b) the correlation between increased high school student Advanced...
Show moreThe purpose of this study was to provide insight into the relationship of Advanced Placement (AP) participation on closing the achievement gap between African American students and other ethnic/racial groups (White, Hispanic, and Asian) in a large urban school district in a southern state. Two major issues were considered: (a) the impact of high school student Advanced Placement participation on SAT Reasoning Test scores and (b) the correlation between increased high school student Advanced Placement participation and closing the academic achievement gap between African American and other ethnic/racial groups. A significant difference was found to exist in the mean SAT Reasoning Test scores among different ethnic/racial groups during the 2010-2011 school year. African American student mean scores were significantly lower on the SAT Reasoning Test when compared to all ethnic/racial groups identified in this study, regardless of the independent variable (no AP participation, one AP course, two or more AP courses). However, the results did indicate that African American participation in AP courses was significantly lower than all other ethnic/racial groups in this school district. Additionally, information was provided for school leaders regarding the development of a systematic approach to creating equity and access for African American students to fully engage in a college going culture through participation in Advanced Placement courses.
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Date Issued
2012
Identifier
CFE0004375, ucf:49445
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004375
Strengths of Secondary School Principals in One Large Florida School District, and Achievement of Adequate Yearly Progress in 2010-2011
Title
Strengths of Secondary School Principals in One Large Florida School District, and Achievement of Adequate Yearly Progress in 2010-2011.
Creator
Paduano, Kelly, Taylor, Rosemarye, Pawlas, George, Doherty, Walter, Baldwin, Lee, University of Central Florida
Abstract / Description
Increased accountability has led to increased pressure on administrators to meet AYP. By identifying strengths that are present in successful administrators, superintendents will be better equipped to make well-informed selections and administrators can target specific areas for professional growth.This study used a self-assessment created from the Clifton StrengthsFinder Assessment to analyze the strengths of principals and the commonalities in those strengths based on (a) percentage of...
Show moreIncreased accountability has led to increased pressure on administrators to meet AYP. By identifying strengths that are present in successful administrators, superintendents will be better equipped to make well-informed selections and administrators can target specific areas for professional growth.This study used a self-assessment created from the Clifton StrengthsFinder Assessment to analyze the strengths of principals and the commonalities in those strengths based on (a) percentage of adequate yearly progress (AYP) achieved, (b) grade levels served (middle school or high school) and (c) community served (urban or suburban). It is important to note that community served is not meant to indicate the socio-economic status of a school, but instead whether schools reside within census defined urban areas.It was found that there was a statistically significant difference in the ranking of principal strength of input based on the adequate yearly progress achievement of the school. There was also a statistically significant difference between the principals' ranking of both the strengths of communication and harmony based on grade level served and strengths of achiever and responsibility based on community served. While other strengths did not show statistically significant differences among various groups, their overall rankings are provided and discussed.
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Date Issued
2012
Identifier
CFE0004335, ucf:49457
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004335
Stereotypes, Perceptions of Similarity, and Cultural Identity: Factors That May Influence the Academic Achievement of Immigrant Students.
Title
Stereotypes, Perceptions of Similarity, and Cultural Identity: Factors That May Influence the Academic Achievement of Immigrant Students.
Creator
Fagan, Tamara, Szente, Judit, Eriksson, Gillian, Englehart, Deirdre, University of Central Florida
Abstract / Description
For decades, the United States has been known as the nation of immigrants due to the increasing number of immigrant students in the public school system. Although the population of immigrant students steadily increases annually, American society still pressures immigrants into acculturation to fulfill the United States ideals of academic achievement despite the United States claim of multiculturalism (Malcolm (&) Lowery, 2011). This research focuses on 1st- and 2nd generation immigrant...
Show moreFor decades, the United States has been known as the nation of immigrants due to the increasing number of immigrant students in the public school system. Although the population of immigrant students steadily increases annually, American society still pressures immigrants into acculturation to fulfill the United States ideals of academic achievement despite the United States claim of multiculturalism (Malcolm (&) Lowery, 2011). This research focuses on 1st- and 2nd generation immigrant students' strife of acceptance in U.S. culture, while sill preserving their own native culture, and the influence it has on academic achievement.The researcher interviewed eight (8) adult participants who are either 1st- or 2nd generation immigrant college students. This qualitative case study research aims to determine if forced acculturation or assimilation using stereotypes and perceptions of similarity effects how immigrant students develop their cultural identity, and the influence it has on academic achievement. Four major themes emerged from the participants' responses: parental approval, peer pressure, environmental influence, and feelings about their ethnic group. Basic findings supported that immigrant students' cultural identity is threatened by stereotypes and perceptions of similarity.
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Date Issued
2013
Identifier
CFE0004996, ucf:49554
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004996
THE IMPACT OF GRADE CONFIGURATION ONSIXTH GRADE ACADEMIC ACHIEVEMENT IN FLORIDA PUBLIC SCHOOLS
Title
THE IMPACT OF GRADE CONFIGURATION ONSIXTH GRADE ACADEMIC ACHIEVEMENT IN FLORIDA PUBLIC SCHOOLS.
Creator
Schafer, Karen, Murray, Barbara, University of Central Florida
Abstract / Description
This study examined the impact of grade span configuration on the academic achievement of sixth grade students in Florida public schools. Grade configuration (PK-6, PK-8, and 6-8) was the independent variable. Academic achievement, the dependent variable, was measured using 2009 Florida Comprehensive Assessment Test (FCAT) Reading and Mathematics mean scale scores and the percentage of students making annual learning gains from 2008 to 2009. School socioeconomic status (SES) was used as a...
Show moreThis study examined the impact of grade span configuration on the academic achievement of sixth grade students in Florida public schools. Grade configuration (PK-6, PK-8, and 6-8) was the independent variable. Academic achievement, the dependent variable, was measured using 2009 Florida Comprehensive Assessment Test (FCAT) Reading and Mathematics mean scale scores and the percentage of students making annual learning gains from 2008 to 2009. School socioeconomic status (SES) was used as a covariate to equalize the effect of poverty on achievement. Random samples of schools were drawn from the population of all Florida public schools with sixth grades in 2009, and from FloridaÂÂ's 2009 Academically High Performing School Districts. Findings showed that there was a statistically significant difference in achievement based on grade level configuration in reading and mathematics for all schools and for schools in Academically High Performing Districts. In all cases, the PK-6 configuration was statistically significantly higher than 6-8, with varied significance between PK-6 and PK-8, and PK-8 and 6-8. The strongest practical significance for all schools was found for learning gains in mathematics, with 26% of the variance in mean learning gain percentages accounted for by grade configuration when controlling for SES. Recommendations were made that future studies address differentiating grade configurations by instructional models and other factors that could impact achievement. The degree and the fidelity to which the middle school concept is implemented in 6-8 schools should be accounted for before making conclusions about the impact of configuration on academic achievement of students in that configuration.
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Date Issued
2010
Identifier
CFE0003030, ucf:48357
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003030
ACADEMIC COMPETENCE, SELF-EFFICACY, AND ACHIEVEMENT EXPECTATIONS AMONG INTERNATIONAL STUDENTS AT THE UNIVERSITY OF CENTRAL FLORIDA
Title
ACADEMIC COMPETENCE, SELF-EFFICACY, AND ACHIEVEMENT EXPECTATIONS AMONG INTERNATIONAL STUDENTS AT THE UNIVERSITY OF CENTRAL FLORIDA.
Creator
Hynson, Emily, Wright, Chrysalis, University of Central Florida
Abstract / Description
With the vast and continued growth of international students in the U.S., it is important to focus on this expanding group and identify factors that aid or hinder academic performance, achievement, expectations, and competence. Factors known to affect academics among international students, such as language barriers, acculturation to American society, university support and structure, social integration at the university, family support, and motivating factors to study in the U.S were...
Show moreWith the vast and continued growth of international students in the U.S., it is important to focus on this expanding group and identify factors that aid or hinder academic performance, achievement, expectations, and competence. Factors known to affect academics among international students, such as language barriers, acculturation to American society, university support and structure, social integration at the university, family support, and motivating factors to study in the U.S were examined. It was hypothesized that these known factors would negatively correlate with the academic outcomes of international students examined in the current study. It was also hypothesized that these factors can combine to best predict the academic outcomes of international college students. First, intercorrelations were conducted with the independent and dependent variables to determine if the factors examined in the study (i.e., language barriers, acculturation to American society, university support and structure, social integration at the university, family support, and motivating factors to study in the U.S.) are negatively correlated with the academic outcomes of international students. Then a series of linear regressions was conducted to test the hypothesis that these factors can combine to best predict the academic outcomes of international college students. Results found significant relationships between the predictor variables and the outcome variables in this study, specifically among support (university, familial, and social), acculturation, language barriers, motivating factors to study, and self-efficacy.
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Date Issued
2019
Identifier
CFH2000541, ucf:45637
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000541
Promoting Recovery in Trauma Affected Children: Developing a School-Based Professional DevelopmentTool for Teacher Awareness and Intervention
Title
Promoting Recovery in Trauma Affected Children: Developing a School-Based Professional DevelopmentTool for Teacher Awareness and Intervention.
Creator
Ioannides Sperber, Ellen, Hewitt, Randall, Hopp, Carolyn, Vitale, Thomas, Van Horn, Stacy, University of Central Florida
Abstract / Description
ABSTRACT The problem of practice addressed in this paper is the need for professional development training in the educational setting on the social, emotional, academic, cognitive, and behavioral needs of students who have experienced a traumatic event. The need identified exists due to the lack of knowledge, interest, and opportunity to partake in professional development training in an effort to understand the impact trauma has on academic achievement and the toll that is placed on the...
Show moreABSTRACT The problem of practice addressed in this paper is the need for professional development training in the educational setting on the social, emotional, academic, cognitive, and behavioral needs of students who have experienced a traumatic event. The need identified exists due to the lack of knowledge, interest, and opportunity to partake in professional development training in an effort to understand the impact trauma has on academic achievement and the toll that is placed on the school environment. The purpose of this paper is to review research on childhood trauma, examine the psychological impact on student academic achievement, foster child resiliency, and develop a foundation for effectuating change through a school-based intervention program that concentrates on promoting recovery in affected children. Traumatic events are a very real part of life that becomes a societal problem when a very young mind has to cope with the aftermath of the event. A survey and two interviews were administered to inform the professional development framework of the needs of students and teachers along with research on social-emotional learning, psychological resilience, and recovery methods offering an informative vehicle for change that will significantly impact the child's life. Cultivating Resilience Through The Arms of Academics is a school-based professional development framework designed to educate teaching professionals on the psycho-social needs of trauma affected children while providing systematic interventions designed to help these children with the factors necessary for healing to the extent allowable by the public school system. Schools are targeted to provide the interventions necessary for healing due to their extensive influence on the children they serve. This program will provide children with an emotionally safe environment thus establishing a school climate that is conducive for learning. The interventions in the program promote healing for trauma victims, assist teachers by providing strategies to engage the trauma affected students, and addresses the psycho-social competence and educational performance of all children in the educational population.
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Date Issued
2016
Identifier
CFE0006689, ucf:52874
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006689
The Sustained Impact of Prekindergarten Participation on Third Grade Academic Performance
Title
The Sustained Impact of Prekindergarten Participation on Third Grade Academic Performance.
Creator
Melin, Marissa, Johnson, Jerry, Clark, M. H., Levin, Judith, Rodriguez, Jordan, University of Central Florida
Abstract / Description
In this study, the researcher investigated whether the impact of participating in a prekindergarten program on academic achievement persists through third grade. The study compared three groups of students: students who participated in voluntary prekindergarten, private prekindergarten, and students who did not participate in any prekindergarten program. Using a series of two-factor multivariate analyses of variance (MANOVAs), this investigation found no interaction effects among...
Show moreIn this study, the researcher investigated whether the impact of participating in a prekindergarten program on academic achievement persists through third grade. The study compared three groups of students: students who participated in voluntary prekindergarten, private prekindergarten, and students who did not participate in any prekindergarten program. Using a series of two-factor multivariate analyses of variance (MANOVAs), this investigation found no interaction effects among prekindergarten participation and race, gender, socioeconomic status, presence of a discipline referral, or chronic absenteeism on academic achievement in the third grade. However, there was a main effect for the type of prekindergarten program on academic achievement. Both participants of voluntary prekindergarten and private prekindergarten programs outperformed their peers on both third grade mathematics and third grade reading assessments. Thereby, indicating that prekindergarten participation had sustained effects on academic achievement through third grade regardless of student characteristics. Recommendations for future research include evaluating data collection practices, replicating the study annually to continue to evaluate the prekindergarten programs, and following the same cohort to determine the continued impact prekindergarten participation has on students.
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Date Issued
2019
Identifier
CFE0007686, ucf:52489
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007686
The Influence of Components of Positive Psychology on Student Development
Title
The Influence of Components of Positive Psychology on Student Development.
Creator
Ha, Yo-Sang, Robinson, Edward, Van Horn, Stacy, Young, Mark, Lee, Ji-Eun, University of Central Florida
Abstract / Description
Considering a wide range of student's delinquencies and problems, preventive intervention in school is strongly required for healthy student development. American School counselor Association (ASCA) has focused on three areas, academic development, career development, and personal/social development to provide various skills and learning opportunities for the successful life of students. During the past 50 years, psychologists have concentrated on the disease treatment model. However, unlike...
Show moreConsidering a wide range of student's delinquencies and problems, preventive intervention in school is strongly required for healthy student development. American School counselor Association (ASCA) has focused on three areas, academic development, career development, and personal/social development to provide various skills and learning opportunities for the successful life of students. During the past 50 years, psychologists have concentrated on the disease treatment model. However, unlike this psychological trend, positive psychology has paid attention to prevent school violence and delinquency. Further, Positive psychologists have discovered not only to prevent problems but also to facilitate human strengths and virtues to live successful and happy life. Therefore, the purpose of this study was to investigate the causal relationship between components of positive psychology and student development. More specifically this research examined the influence of hope, optimism, and self-regulation on student's academic achievement, career development, and social development. This quantitative study included 507 6th grade elementary school students and their parents living in Seoul, South Korea. Four conceptual models were developed to investigate the best fit model to examine the causal relationship between hope, optimism, and self-regulation and student's academic achievement, career development, and social development. Structural Equation Modeling (SEM) was employed to analyze the data. Confirmatory Factor Analysis (CFA) was used to explore measurement model and Path Analysis was engaged in to discover structure model. The results of SEM analysis provided major findings. There was a causal relationship between hope and student's academic achievement, career development, and social development. However, it was not confirmed the causal relationship between optimism and student's academic achievement, career development, and social development and between self-regulation and student's academic achievement, career development, and social development. Further, a structural model on the causal relationship between hope, optimism, self-regulation and student's academic achievement, career development, and social development was not statistically significant. Implications and suggestions for future research are discussed.
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Date Issued
2012
Identifier
CFE0004380, ucf:49381
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004380
THE IMPACT OF TEACHER INCENTIVE PAY PROGRAMSON THE LEARNING GAINS OF LOW-PERFORMING MIDDLE SCHOOL STUDENTS
Title
THE IMPACT OF TEACHER INCENTIVE PAY PROGRAMSON THE LEARNING GAINS OF LOW-PERFORMING MIDDLE SCHOOL STUDENTS.
Creator
Miller, Donna, Lue Stewart, Martha, University of Central Florida
Abstract / Description
President Barack Obama committed hundreds of millions of dollars to the Teacher Incentive Fund (TIF), yet a few fundamental questions remain unansweredÂÂ--was the federal program effective? Did student test scores improve? Since the late 19th century, teachers have been paid for their classroom services regardless of how wellÂÂ--or poorlyÂÂ--their students performed. Nearly a century later, advocates of education reform continue to...
Show morePresident Barack Obama committed hundreds of millions of dollars to the Teacher Incentive Fund (TIF), yet a few fundamental questions remain unansweredÂÂ--was the federal program effective? Did student test scores improve? Since the late 19th century, teachers have been paid for their classroom services regardless of how wellÂÂ--or poorlyÂÂ--their students performed. Nearly a century later, advocates of education reform continue to champion teacher compensation policies that link salary to student achievement. Researchers have identified two motivation theories that must be present in order to have a successful incentive pay program: goal theory and expectancy theory. The presence or absence of these theories, have produced mixed results at both the federal and state levels. Although the Florida Department of Education crafted its own statewide incentive pay plan, three public school districts have received multimillion dollar awards via competitive TIF grants. The purpose of this dissertation was to determine if any differences in learning gains existed between the 2008 and 2009 Florida Comprehensive Assessment Test® (FCAT®) Math scores among the students of math teachers at one urban Central Florida Title I middle school who participated in TIF when compared to the students of math teachers who did not participate in TIF. The dissertation also analyzed FCAT® Math scores from 2005 through 2009 in one Central Florida school district to determine if any trends existed among the Title I middle schools participating in TIF; if any trends existed among the Title I middle schools that did not participate in TIF; and if any trends existed between the two groups when compared to each other. The literature review and results of this study found that learning gains existed among students whose teachers participated in TIF. In fact, at one urban Central Florida middle school, students of math teachers who did not participate in TIF also demonstrated learning gains. In addition, seven of the ten Title I middle schools from the same Central Florida district had increased FCAT® Math scores with the implementation of the TIF grant along with the three Title I middle school that were not eligible to participate. This research suggested that the teacher incentive program implemented in a Central Florida district had a positive impact on learning gains of low-performing students. The results of the independent-samples tests revealed that there was no statistical difference in the math scores based on participation in TIF. Students of the math teachers who participated in TIF demonstrated at least one yearÂÂ's academic growth. Likewise, the findings were similar for students of teachers who opted not to participate as learning gains increased in this group as well. As a result of these findings, recommendations for further study include end-of-the-year interviews with TIF-eligible teachers whose students had learning gains, but chose not to participate. Suggestions for additional research include surveying teachers whose students had higher scores in the absence of an incentive program, analyzing the test scores of other subject areas, and researching other school districts in Florida that were awarded the TIF grant.
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Date Issued
2010
Identifier
CFE0003146, ucf:48632
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003146
A Correlational Study of Emerging Modalities of Developmental Education and Learning Styles in a Florida State College.
Title
A Correlational Study of Emerging Modalities of Developmental Education and Learning Styles in a Florida State College.
Creator
Britt, John, Cox, Dr. Thomas, King, Kathy (Kathleen), Vitale, Thomas, Penfold Navarro, Catherine, University of Central Florida
Abstract / Description
Developmental education course modalities in Florida were drastically changed in 2013 with the passage of Senate Bill 1720. These courses can no longer be offered in a traditional 16-week format as other postsecondary courses are offered. Developmental education courses must now be offered in a compressed, contextualized, or corequisite instruction modality; or direct enrollment into a gateway course (1720-Education, 2013). This changes the student's experience in the courses. This research...
Show moreDevelopmental education course modalities in Florida were drastically changed in 2013 with the passage of Senate Bill 1720. These courses can no longer be offered in a traditional 16-week format as other postsecondary courses are offered. Developmental education courses must now be offered in a compressed, contextualized, or corequisite instruction modality; or direct enrollment into a gateway course (1720-Education, 2013). This changes the student's experience in the courses. This research was framed by Kolb's experiential learning theory, which states that people learn through their experiences (Kolb, 1984). Chi-Square correlational tests were conducted to examine the relationship between students' learning types and their final grades in an accelerated developmental math course and in a combined developmental math course. The results indicate no statistically significant relationships between the variables in both modalities of developmental math. Furthermore, students were surveyed on their preferences of the developmental math modalities. The results showed positive preferences toward both modalities of developmental math. With the limited amount of research in the area of developmental math modalities, this research helps to further understand the area and provides a basis for future research.
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Date Issued
2016
Identifier
CFE0006445, ucf:51473
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006445

Pages