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MAKING THE DECISION: FACTORS THAT AFFECT THE INFORMATION AVAILABLE TO PARENTS WITH YOUNG CHILDREN ABOUT CHARTER SCHOOLS IN CENTRAL FLORIDA
Title
MAKING THE DECISION: FACTORS THAT AFFECT THE INFORMATION AVAILABLE TO PARENTS WITH YOUNG CHILDREN ABOUT CHARTER SCHOOLS IN CENTRAL FLORIDA.
Creator
Himschoot, Brian, Murray, Thomas, University of Central Florida
Abstract / Description
In the opening decades of the 21st Century, a movement towards parental choice in public schools has taken flight. One of the choices becoming more readily available to parents of young children is charter schools. Charter schools are expanding across the United States and Central Florida is representative of this growth. Parents are faced with more choices as they make decisions on their children's educational future than ever before making the availability of quality, accurate information...
Show moreIn the opening decades of the 21st Century, a movement towards parental choice in public schools has taken flight. One of the choices becoming more readily available to parents of young children is charter schools. Charter schools are expanding across the United States and Central Florida is representative of this growth. Parents are faced with more choices as they make decisions on their children's educational future than ever before making the availability of quality, accurate information about local schools paramount. While scholarly work on charter schools, the effects of media coverage on public opinion, and how parents make choices for their children exists, in many cases the research offers inconclusive results and rarely was there an attempt to connect all three. This paper, written from a parent's perspective, analyzes research, newspaper articles, interviews, and surveys of Central Florida's media outlets, public school representatives, and parents of young children to determine the types of information on charter schools available to parents of young children in Central Florida. The purpose of this thesis will be to investigate the information available to parents when considering a charter school for their young children by comparing the stated opinions of the local media, district school boards, and the charters themselves. It also identifies who is responsible for disseminating this information, and how the parents choose to gather and use this information.
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Date Issued
2013
Identifier
CFH0004466, ucf:45105
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004466
AN ANALYSIS OF THE LEGAL, STATUTORY, AND GOVERNANCE ISSUES OF VIRTUAL CHARTER SCHOOLS
Title
AN ANALYSIS OF THE LEGAL, STATUTORY, AND GOVERNANCE ISSUES OF VIRTUAL CHARTER SCHOOLS.
Creator
Thedy, Elizabeth, Murray, Barbara, University of Central Florida
Abstract / Description
This study examined the legal, statutory, and governance issues facing virtual charter schools. Virtual models of schooling have the potential to change the face of public education as such schools challenge traditional forms of education. Legislators, policy makers, and school boards must carefully consider existing charter school legislation and determine whether such language is applicable to virtual charter school models. As virtual forms of schooling increase, and choice options for...
Show moreThis study examined the legal, statutory, and governance issues facing virtual charter schools. Virtual models of schooling have the potential to change the face of public education as such schools challenge traditional forms of education. Legislators, policy makers, and school boards must carefully consider existing charter school legislation and determine whether such language is applicable to virtual charter school models. As virtual forms of schooling increase, and choice options for parents become more readily available, the challenge is to develop statutory language that is not overly restrictive but provides a framework from which authorizers and governing boards may operate to ensure the quality, equity, and fiscal responsibility of virtual charter schools. The focus of the study was on the existing legislation in the 19 states with current virtual charter school statutes. The qualitative examination of case law, combined with a review of statutory language, provided the sources of data. Recommendations for policymakers, legislators, departments of education, and school boards were developed to ensure the instructional quality control, the compliance with state and federal statute, and the financial security of virtual charter schools. In an era where choice in education has become mainstream, monitoring the quality of choice options becomes paramount. The development of policies and laws relative to the careful operation of virtual charter schools, from authorization, to governance, to appropriate funding is in the purview of the state. Case law developed in states such as Pennsylvania and Wisconsin where the legality of virtual charter schools has been challenged provides the legal standards for other state legislatures. The establishment of carefully worded legislation that addresses the issues inherent in the next version of school choice is critical to the successful operation of virtual charter schools. Oversight for funding, attendance, curriculum and instruction, and teacher certification is critical in both the authorizing and governance of such schools. Legislation that details the process for enrolling district and out of district students, the process for how the funding flows from the state, to the district, to the virtual charter school, and how the students will be counted for accountability purposes is critical to the successful implementation of virtual charter schools.
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Date Issued
2010
Identifier
CFE0003244, ucf:48557
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003244
A COMPARATIVE ANALYSIS OF STUDENT ACHIEVEMENT IN FLORIDA CHARTER AND NON-CHARTER PUBLIC HIGH SCHOOLS 2007-2009
Title
A COMPARATIVE ANALYSIS OF STUDENT ACHIEVEMENT IN FLORIDA CHARTER AND NON-CHARTER PUBLIC HIGH SCHOOLS 2007-2009.
Creator
Sommella, Shannon, Taylor, Rosemarye, University of Central Florida
Abstract / Description
The purpose of this study was to determine if any relationship existed between the change in developmental scale scores (DSS) on the Florida Comprehensive Assessment Test (FCAT) for reading and mathematics, in selected Florida school districts among charter and non-charter public high schools, for grades 9 and 10. This study also investigated if any relationship existed in student achievement based on student demographics (gender, economically disadvantaged, primary home language (ELL) and...
Show moreThe purpose of this study was to determine if any relationship existed between the change in developmental scale scores (DSS) on the Florida Comprehensive Assessment Test (FCAT) for reading and mathematics, in selected Florida school districts among charter and non-charter public high schools, for grades 9 and 10. This study also investigated if any relationship existed in student achievement based on student demographics (gender, economically disadvantaged, primary home language (ELL) and ethnicity), and examined if there was a difference in professional demographics of faculty (advanced degrees, teachers' average years of teaching experience, and percent of courses taught by out of field teachers gender), among charter and non-charter public high schools in the state of Florida. School data were analyzed from 234 charter and non-charter public high schools, within 15 districts across the state of Florida, for the years 2007-2009. The findings of this research suggest charter high schools in the state of Florida are not keeping the pace with their traditional public high school counterparts. Over a three year period, charter high schools had significantly lower developmental scale scores on the FCAT, in both reading and mathematics, than non-charter public high schools. The findings also suggest that student demographics, with respect to male gender, economically disadvantaged, and ELL, combined with charter school status, negatively impact student achievement as measured by DSS. The disparity noted with regard to faculty demographics between charter and non-charter public high schools, only touches on some considerable differences between the two school types; more information is needed on the variations so parents and students can make informed choices. For future research, replication of this study with an expanded sample size of charter schools and a longer period of time for data collection was recommended. Separate studies are recommended on the differences between charter and non-charter public schools with regard to instructional time, curriculum or grade levels offered, the differences between parent and student perceptions, and the differences between funding and principal background as it relates to student achievement.
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Date Issued
2010
Identifier
CFE0003476, ucf:48985
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003476
A GROUNDED THEORY STUDY OF THE IMPACT OF FLORIDA SCHOOL REPORT CARDS ON HIGH SCHOOL ENGLISH LANGUAGE ARTS TEACHERS' SELF-EFFICACY AND PERCEPTIONS OF STUDENT WRITING
Title
A GROUNDED THEORY STUDY OF THE IMPACT OF FLORIDA SCHOOL REPORT CARDS ON HIGH SCHOOL ENGLISH LANGUAGE ARTS TEACHERS' SELF-EFFICACY AND PERCEPTIONS OF STUDENT WRITING.
Creator
Briand, Casey S, Olan, Elsie L., University of Central Florida
Abstract / Description
This study sought to uncover how the annual Florida School Report Card influences secondary English Language Arts (ELA) teachers' self-efficacy and perceptions of student writing. The study's findings suggested that ELA teachers' self-efficacy may be indirectly influenced by the School Report Card. The participants in this study suggested that they do not feel totally capable of applying the information learned from the School Report Card to their own classrooms. The teachers who participated...
Show moreThis study sought to uncover how the annual Florida School Report Card influences secondary English Language Arts (ELA) teachers' self-efficacy and perceptions of student writing. The study's findings suggested that ELA teachers' self-efficacy may be indirectly influenced by the School Report Card. The participants in this study suggested that they do not feel totally capable of applying the information learned from the School Report Card to their own classrooms. The teachers who participated in the study also reported that they have low outcome expectations when interacting with the School Report Card. They do not believe that their actions can influence the School Report Card, and suggested that they see the school grade as a moving target with changing rules they may not be able to keep up with. The School Report Card was not suggested to directly impact the participants' perceptions of student writing. Instead, the data suggested that a variety of internal and external factors influence the way teachers perceive their students' writing quality. Finally, most of the participants suggested that they view the school grade as an unfair measure of achievement, and a tool that does not take into account the quality of the learning in the school and represents the school poorly. Cultural Historical Activity Theory (CHAT) was used to situate these findings and gain a better understanding of how the School Report Card functions as a tool for teachers and administrators.
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Date Issued
2016
Identifier
CFH2000108, ucf:46040
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000108
Students Who Are Gifted and Public School Enrollment Choices Their Parents Make
Title
Students Who Are Gifted and Public School Enrollment Choices Their Parents Make.
Creator
Austin, Leigh, Martin, Suzanne, Little, Mary, Baldwin, Lee, Brooks, Bridget, University of Central Florida
Abstract / Description
ABSTRACTGiven the many school choices available to parents, there is a need to understand the reasons parents of a child who is gifted choose to keep their child in his/her current school. Parents' satisfaction with their child's school and their academic growth is essential to continued enrollment of the child in that school (Abdulkadiroglu, Angrist, (&) Pathak, 2011; Van Tassel-Baska, 2006). The parents' decision to keep their child who is gifted enrolled in their current school may be...
Show moreABSTRACTGiven the many school choices available to parents, there is a need to understand the reasons parents of a child who is gifted choose to keep their child in his/her current school. Parents' satisfaction with their child's school and their academic growth is essential to continued enrollment of the child in that school (Abdulkadiroglu, Angrist, (&) Pathak, 2011; Van Tassel-Baska, 2006). The parents' decision to keep their child who is gifted enrolled in their current school may be influenced by factors within the school as well as those factors outside of the school. The purpose of this study was to research factors that may influence the parents' decision to keep their child who is gifted enrolled in their current school. The research studied parental perceptions of academic support, social and emotional support, and principal support for gifted education for their child who is gifted and the parents' willingness to keep their child who is gifted enrolled at their current school. The target group in the study was parents of children who are gifted and enrolled in a very large urban school district but did not include parents of children who are gifted and also have a disability.The research included the analysis of a survey and follow-up interview questions with parents of a child who is gifted and enrolled in the very large urban school district. There were 683 survey responses out of 4,401 total parents surveyed with a return rate of 16%. The low return rate is considered a limitation of the study and it is recommended to conduct additional research on the majority of parents who did not participate in the survey. Follow-up interviews were conducted with 10 randomly selected parents of children who are gifted and enrolled in the very large urban school district. The survey and interview data was coded and analyzed using IBM SPSS Statistics. There were two research questions that guided the development of the research process and the analysis of data. The first question focused on indicators of parent satisfaction that included academic needs met, social and emotional needs met, and principal support for gifted education. The survey and interview data yielded mixed results with parents split between the belief that their child's academic needs were met, social and emotional needs were met, and that their child's principal was supportive of gifted education. The second research question considered the relationship between the three indicators of parent satisfaction and the parents' willingness to consider enrolling their child in a school solely for students who are gifted. The results showed that there is a statistically significant relationship between the parents' belief that their child's academic needs were met and the parents' consideration to send their child to a school solely for students who are gifted. However, there was a lack of evidence to establish a relationship between parent's belief about their child's social and emotional needs or the parents belief that their child's principal was supportive of gifted education. The implications of the study are numerous. There are enough parents willing to consider sending their child to a school solely for students who are gifted to support opening the school. The majority of the survey participants had elementary school children; therefore, consideration should be focused on opening an elementary school for students who are gifted. Long range planning is needed to determine how to support the school for students who are gifted as well as the impact of transferring the students from one school zone to the school for students who are gifted. The literature reflected the diverse nature of the parents' satisfaction with academic support, social and emotional support, and principal support for gifted education and revealed that when the parents' are satisfied it does not guarantee that the parent will keep their child enrolled in their current school. The need for on-going communication between the school and the parents are critical to keeping the student enrolled in their current school.Further research is needed to determine the beliefs of parents with children who are gifted and identify themselves as Black, Hispanic, Asian, or another race since the majority of the survey participants were White. More research is also needed to determine the reasons why large numbers of parents would consider sending their child to a school solely for students who are gifted regardless of their satisfaction levels with school support. In addition, further research needs to be conducted to determine why parents would choose to keep their child enrolled in their current school when the parents believed their academic or social and emotional needs were not met or their principal was not supportive of gifted education.
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Date Issued
2015
Identifier
CFE0005759, ucf:50092
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005759
An Analysis of Race and Gender in Select Choice Programs Within Brevard County Public Schools
Title
An Analysis of Race and Gender in Select Choice Programs Within Brevard County Public Schools.
Creator
Doaks, Synthia, Murray, Barbara, Murray, Kenneth, Baldwin, Lee, Thedy, Elizabeth, University of Central Florida
Abstract / Description
The focus of this research was to compare the student membership population proportions, by race and gender, of Brevard County Public School students with the actual participation in select choice programs offered to Brevard County public high school students. This study was based on an analysis of the scores of 1,152 eighth-grade students who received a score of 4 or 5 on the 2008 Florida Comprehensive Assessment Test (FCAT) mathematics and a score of 4 or 5 on the 2008 Florida Comprehensive...
Show moreThe focus of this research was to compare the student membership population proportions, by race and gender, of Brevard County Public School students with the actual participation in select choice programs offered to Brevard County public high school students. This study was based on an analysis of the scores of 1,152 eighth-grade students who received a score of 4 or 5 on the 2008 Florida Comprehensive Assessment Test (FCAT) mathematics and a score of 4 or 5 on the 2008 Florida Comprehensive Assessment Test (FCAT) reading and their participation in high school advanced academic courses. The advanced academic choice programs selected for this study consisted of the four Florida articulated accelerated college credit seeking programs: Advanced Placement (AP), Dual-Enrollment (DE), International Baccalaureate(&)#174; (IB) Diploma Programme, and the Cambridge Advanced International Certificate of Education (AICE). The proportion comparison consisted of student membership data and eighth-grade FCAT scores from 2007-2008 and the student membership data and high school course load data from the 2008-2009, 2009-2010, 2010-2011, and 2011-2012 academic school years. Chi-square goodness-of-fit tests were run to analyze the proportions by race and gender of the sample groups and student membership populations. For each respective year involved in this study, there was a statistically significant difference in the race and gender proportions of the samples and the student membership populations.
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Date Issued
2014
Identifier
CFE0005325, ucf:50509
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005325