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Title: WHAT IS THE EFFECT OF STANDARDIZED TESTING ON TEACHER PRACTICE?.
Creator: Granato, Courtney, Hopp, Carolyn, University of Central Florida
Abstract / Description: This study examines the potential correlation between standardized testing and teacher practice. Building upon the conceptual framework, are constructs of school climate and assessment to develop themes such as leadership role, teacher role, district role, and coach's role as well as teacher practice, classroom assessment, standardized assessment, and the alignment of curriculum to standardized testing. In discovering the parallel between standardized testing and teacher practice, both...
Show moreThis study examines the potential correlation between standardized testing and teacher practice. Building upon the conceptual framework, are constructs of school climate and assessment to develop themes such as leadership role, teacher role, district role, and coach's role as well as teacher practice, classroom assessment, standardized assessment, and the alignment of curriculum to standardized testing. In discovering the parallel between standardized testing and teacher practice, both qualitative and quantitative data were collected through research and observations, but more importantly through a survey and focus group. Over a two-semester period, it became evident that there was an eminent parallel between each the themes and constructs within the conceptual framework, ultimately answering the research question. Although the data fulfilled the research question of this study, future research would require a more in-depth, longitudinal study in order to suggest possible ideas for solutions.
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Date Issued: 2015
Identifier: CFH0004790, ucf:45335
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004790

Title: DEVELOPMENT AND VALIDATION OF THE BEILE TEST OF INFORMATION LITERACY FOR EDUCATION (B-TILED).
Creator: Beile O'Neil, Penny, Boote, David, University of Central Florida
Abstract / Description: Few constituencies exist where it is more important to produce information literate individuals than teacher candidates, yet rarely is it suggested that practitioners entering the field are adequately prepared to teach and model information literacy to their students. As a result, information literacy has been established as a key outcome by a number of teacher education accrediting bodies and professional associations. Corollary to this initiative is the effort to develop valid instruments...
Show moreFew constituencies exist where it is more important to produce information literate individuals than teacher candidates, yet rarely is it suggested that practitioners entering the field are adequately prepared to teach and model information literacy to their students. As a result, information literacy has been established as a key outcome by a number of teacher education accrediting bodies and professional associations. Corollary to this initiative is the effort to develop valid instruments that assess information literacy skills. Yet, at the time of this dissertation, no rigorously reviewed instruments were uncovered that measure the information literacy skills levels of teacher candidates. The study describes the development and validation of the Beile Test of Information Literacy for Education (B-TILED). Funded in part by the Institute for Library and Information Literacy Education and the Institute of Museum and Library Services, the study is part of a national initiative spear-headed by the Project for the Standardized Assessment of Information Literacy Skills (SAILS). Test content is based on nationally recognized standards from the International Society for Technology in Education and the Association of College and Research Libraries. Procedures designed to enhance the scale's validity were woven throughout its development. 172 teacher education students at a large, metropolitan university completed a protocol consisting of 22 test items and 13 demographic and self-percept items. This instrument can be used to inform curricular and instructional decisions and to provide evidence of institutional effectiveness for program reviews.
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Date Issued: 2005
Identifier: CFE0000749, ucf:46591
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000749

Title: Curriculum-Embedded Reading Tests as Predictors of Success on Florida Comprehensive Assessment Test in Reading.
Creator: Johnson, Nicole, Wilson, Nancy, Zygouris-Coe, Vassiliki, Bai, Haiyan, University of Central Florida
Abstract / Description: ABSTRACTWith the passing of the No Child Left Behind legislation (2001), individual states have been required to administer standardized tests to measure students' academic achievement in several academic areas, including reading comprehension. Many schools are using curriculum embedded reading comprehension tests to assess students' progress in achieving grade level expectations before the administration of state standardized test. This study used de-identified student data on curriculum...
Show moreABSTRACTWith the passing of the No Child Left Behind legislation (2001), individual states have been required to administer standardized tests to measure students' academic achievement in several academic areas, including reading comprehension. Many schools are using curriculum embedded reading comprehension tests to assess students' progress in achieving grade level expectations before the administration of state standardized test. This study used de-identified student data on curriculum embedded reading comprehension tests and the state standardized reading test, FCAT 2.0 to assess the correlation between a specific curriculum-based measure and the FCAT 2.0. The researcher used Pearson and Spearman Correlation to assess the predictive relationship of the curriculum-embedded reading tests and FCAT 2.0 reading. Strong correlations were found between the two assessments which educators may find useful when planning and differentiating reading comprehension instruction throughout the school year.
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Date Issued: 2012
Identifier: CFE0004282, ucf:49522
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004282

Title: "Build Your Own Adventure" ACT Prep Manual: Beating the Odds of High-Stakes Standardized Assessments.
Creator: Holter, Natalie, Boote, David, Hayes, Grant, Taylor, Rosemarye, Vitale, Thomas, University of Central Florida
Abstract / Description: Today's focus on high-stakes standardized tests has had a massive impact on education throughout America, and standardized test preparation is one of the ugly, open secrets of education. Ever since 2001 when President Bush signed into law No Child Left Behind (NCLB), a bipartisan reauthorization of Johnson's landmark Elementary and Secondary Education Act of 1965, students have been bombarded with standardized tests from the earliest grades. Politicians believe these measures are the only way...
Show moreToday's focus on high-stakes standardized tests has had a massive impact on education throughout America, and standardized test preparation is one of the ugly, open secrets of education. Ever since 2001 when President Bush signed into law No Child Left Behind (NCLB), a bipartisan reauthorization of Johnson's landmark Elementary and Secondary Education Act of 1965, students have been bombarded with standardized tests from the earliest grades. Politicians believe these measures are the only way to remedy the perceived weaknesses in the education system because (")stringent accountability mandates… [provide] vital levers of change, inclusiveness, and transparency of results(") (Education Week, 2011, para. 15). Yet as time progresses, the quantity and importance of the exams increase to such proportions that, by the time students are in high school, their performance dictates whether they will graduate or attend college. While proponents of such exams say that they only test the skills that students ought to be learning anyway, the reality tends to be that teachers start to focus only on the specific questions the test will cover, and thereby lose the ability to provide full, comprehensive education. "Teaching to the test" is the much-maligned experience of most high schools. In order to combat the pressure students feel to perform and teachers feel to shortchange the learning experience, a (")Build Your Own Adventure(") manual designed around research-based principles demonstrated to improve student learning gains will allow students to focus on the key areas needed to improve test performance, demystify the test itself, and thus help students obtain score improvement. In so doing, students will not only perform better on standardized assessments, but ultimately be able to attend more elite colleges.
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Date Issued: 2015
Identifier: CFE0005806, ucf:50031
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005806

Title: THE UNRAVELING OF AMERICA'S EDUCATION SYSTEM.
Creator: Wright, Amy, Kiel, Dwight, University of Central Florida
Abstract / Description: This research project takes a critical look at the data that drives educational policies. This research project looks at the data at the national level as well as the regional levels in order to see if the data is functioning differently at the different levels. All data has been collected from the National Assessment of Educational Progress (NAEP) through reports published by the American Legislative Exchange Council (ALEC), an independent committee assigned to collect and analyze...
Show moreThis research project takes a critical look at the data that drives educational policies. This research project looks at the data at the national level as well as the regional levels in order to see if the data is functioning differently at the different levels. All data has been collected from the National Assessment of Educational Progress (NAEP) through reports published by the American Legislative Exchange Council (ALEC), an independent committee assigned to collect and analyze educational data. The data was collected and then correlations were run between the expenditures per pupil, number of pupils per teacher, standardized test scores, such as average ACT, average SAT, average 8th grade Math and Reading tests, and average 4th grade Math and Reading tests. This research project also included the percentage of minority students in the classroom, a variable whose data has been collected over the years, but it has never been included in any prior analyses. What this research project found is that some of the data, such as the standardized test scores, have a different strength of relationship between variables at the different levels. For example, expenditures per pupil have strength in the relationship between the different standardized test scores at the national level, but once those numbers are broken down by region, the strength in the variables relationship is weakened. This research project also discovered that the make up of the classroom, specifically the percentage of minority students, is a vital factor in the performance of all students.
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Date Issued: 2005
Identifier: CFE0000766, ucf:46556
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000766

Title: CENTRAL FLORIDA HIGH SCHOOL PRINCIPALS' PERCEPTIONS OF THE FLORIDA SCHOOL INDICATORS REPORT.
Creator: Gaught, William, Hahs-Vaughn, Debbie, University of Central Florida
Abstract / Description: The purpose of this study was to identify the perceptions that central Florida public high school principals had regarding the Florida School Indicators Report (FSIR) and its usefulness. The FSIR, published by the Florida Department of Education, was designed to be a comprehensive, single source document for parents, lawmakers, and school administrators to compare key performance indicators to similar schools or districts state wide. It provided information on 74 different indicators of...
Show moreThe purpose of this study was to identify the perceptions that central Florida public high school principals had regarding the Florida School Indicators Report (FSIR) and its usefulness. The FSIR, published by the Florida Department of Education, was designed to be a comprehensive, single source document for parents, lawmakers, and school administrators to compare key performance indicators to similar schools or districts state wide. It provided information on 74 different indicators of school or district performance. A total of 70 public high school principals from 13 central Florida school districts responded to a postal survey and provided their perceptions regarding the importance of indicators in the FSIR, how they used the FSIR at their schools, and what barriers they felt affected the ability of their administrative staffs to collect and analyze data on the FSIR indicators. Eighteen of the 70 principals participated in follow-up telephone interviews. Quantitative and qualitative analysis of the postal surveys and interviews revealed the principals perceived FSIR indicators related to Florida's mandated Florida Comprehensive Assessment Test (FCAT) as the most important indictors in the FSIR. The indicators FCAT Results and FCAT Writes were ranked first and second respectively in priority by the participating principals. This finding demonstrated the importance that principals placed on the state's high-stakes test. Other categories of FSIR indicators are were also ranked in the findings reported in this study, along with how the principals used the FSIR at their schools. The data collected from the postal survey revealed there was a statistically significant relationship between the priority principals assigned to the FSIR indicators and their ability to collect and analyze data related to them. In addition, survey data allowed development of multiple regression models that could be used to predict the priority principals assigned to several FSIR categories of indicators based on the ability to collect and analyze data. The study findings indicated that principals perceived lack of time for data analysis as the biggest barrier they faced when evaluating the FSIR indicators. After the lack of time, principals rated lack of administrator training in data analysis as the second biggest obstacle to using the FSIR. The findings indicated that principals felt the availability of data and technology were not significant barriers to their staff's ability to conduct data analysis on the FSIR. The conclusions drawn from the study were that central Florida high school principals perceived the results on the state's mandated Florida Comprehensive Assessment Test (FCAT) to be the most important indicators in the FSIR. In addition, the research identified that the lack of time was the single greatest barrier principals encountered when it came to collecting and analyzing data on the FSIR. A lack of training programs in data collection and analysis for administrators was also noted in the findings.
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Date Issued: 2007
Identifier: CFE0001688, ucf:47204
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001688

Title: RACE, SOCIO-ECONOMIC STATUS, SCHOOL LEVEL-RESOURCES, AND PARENTAL INFLUENCES ON FCAT SCORES IN FLORIDA: A QUANITATIVE STUDY.
Creator: King, Tara, Jasinski, Jana, University of Central Florida
Abstract / Description: There is an abundance of literature that focuses on the standardized test score difference between minority and non-minority students. Within this literature, socio-economic factors, parental influences, and school-level resources have been used to explain the difference in test scores. The purpose of this study is to identify the variables that are thought to significantly influence test score achievement. The data come from the Florida Department of Education and the US Census. Linear...
Show moreThere is an abundance of literature that focuses on the standardized test score difference between minority and non-minority students. Within this literature, socio-economic factors, parental influences, and school-level resources have been used to explain the difference in test scores. The purpose of this study is to identify the variables that are thought to significantly influence test score achievement. The data come from the Florida Department of Education and the US Census. Linear regression analyses results are used to examine the relationship between the independent and the dependent variables. The results showed that overall economic factors are more closely related to FCAT scores than race. More specifically, the percent of students receiving free lunch was negatively correlated with FCAT scores.
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Date Issued: 2005
Identifier: CFE0000896, ucf:46641
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000896

Title: The Impact of Timed Versus Untimed Standardized Tests On Reading Scores Of Third Grade Students in Title I Schools.
Creator: Haniff, Ruthie, Stewart, Martha, Holt, Larry, Platt, Jennifer, Clark, Margaret, Purmensky, Kerry, University of Central Florida
Abstract / Description: The purpose of this study was to investigate the extent to which the performance of Title I third grade students in a central Florida School District differed on tests dministered under timed and untimed conditions. Further examined was the literature on reasons for the achievement gap which centered around seven different themes: (a) standardized testing, (b) achievement gap data and identified factors (c) deficit theory, (d) cultural mismatch theory, (e) extended time accommodations, (f)...
Show moreThe purpose of this study was to investigate the extent to which the performance of Title I third grade students in a central Florida School District differed on tests dministered under timed and untimed conditions. Further examined was the literature on reasons for the achievement gap which centered around seven different themes: (a) standardized testing, (b) achievement gap data and identified factors (c) deficit theory, (d) cultural mismatch theory, (e) extended time accommodations, (f) test anxiety and stress, and (g) timed versus untimed tests.Six Title I schools participated in this study by assigning 194 students to take the 2006 Released FCAT Reading Test under either timed or untimed conditions. Although there were no interactions between the covariates and testing conditions, those who were in the free or reduced lunch program or were in exceptional education programs had lower FCAT scores than those who were not. However, when school was included as a moderator, there was a statistically significant interaction between testing conditions and schools on FCAT scores indicating that the relationship between testing conditions and FCAT scores varied for each individual school.A factorial ANCOVA was conducted, and it was found that the mean differences between students who took the timed and untimed 2006 FCAT Reading Test varied from school to school after accounting for the covariates. For two schools, those students who took the untimed tests scored higher than those who took the timed tests. In contrast, those students who took the untimed tests scored lower than those students who took thetimed test for one of the schools. There was no statistically significant difference for three of the schools.A factorial MANCOVA was used to compare reading performance on the 2006 Reading FCAT between the timed and untimed groups on domain specific tests. The relationship between testing condition and FCAT scores for each domain specific test varied depending on the individual school. Therefore, it could not be concluded from these analyses that testing conditions would consistently result in increases or decreases of student performance on standardized domain specific tests.
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Date Issued: 2012
Identifier: CFE0004381, ucf:49407
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004381

Title: Can Best Practices in Writing Instruction and Standardized Testing Coexist?.
Creator: Cannavino, Karen, Bell, Kathleen, Wardle, Elizabeth, Roozen, Kevin, University of Central Florida
Abstract / Description: At the high school level, teachers are tasked with a twofold agenda: they must prepare their students for college level and other post-secondary writing, and they must also make sure they perform well on the standardized writing tests that are required by the state. The stakes in standardized testing continue to rise, especially in Florida. Since the passing of the No Child Left Behind Act in 2002 (NCLB) and the implementation of the Race to the Top Assessment Program (RTTT) in 2009, teachers...
Show moreAt the high school level, teachers are tasked with a twofold agenda: they must prepare their students for college level and other post-secondary writing, and they must also make sure they perform well on the standardized writing tests that are required by the state. The stakes in standardized testing continue to rise, especially in Florida. Since the passing of the No Child Left Behind Act in 2002 (NCLB) and the implementation of the Race to the Top Assessment Program (RTTT) in 2009, teachers across the nation have experienced intense pressures related to standardized testing. Many schools' efforts to conform to testing requirements have had the unintended consequence of narrowing their focus to the content of the test. As teachers and administrators experience the pressure to meet the requirements, it has become impossible to implement any pedagogy without test results in mind. The challenge facing high school writing teachers is formidable: how can they best choose their new approach to pedagogy, given the pressures of standardized testing, the new curriculum requirements, and the need to ensure that they equip students with the skills they will need to write in college? This thesis explores the question by analyzing the key factors that impact writing instruction in Florida high school classrooms: testing requirements, curriculum requirements, and the content of writing textbooks being used. Do these factors encourage teachers to follow the best practices in writing instruction recommended by field-based research? What knowledge can we gain from comparing these factors, which may be helpful to today's writing instructors in light of the challenges they face? Through this research and analysis, I hope to provide insight that can inform high school writing teachers on the heart of the issue: is it possible for best practices in writing instruction and standardized testing to coexist in their classrooms?
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Date Issued: 2016
Identifier: CFE0006084, ucf:50956
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006084

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

Title: A Priori Analysis of Error and Bias in Value-Added Models.
Creator: Lavery, Matthew, Hahs-Vaughn, Debbie, Sivo, Stephen, Bai, Haiyan, Amrein-Beardsley, Audrey, University of Central Florida
Abstract / Description: Over the past 20 years, value-added models (VAMs) have become increasingly popular in educational assessment and accountability policies because of the sophisticated statistical controls these models use to purportedly isolate the effect of a single teacher on the learning gains of his or her students. The present research uses a Monte Carlo simulation study design in order to investigate whether VAMs are able to provide accurate estimates of teacher effectiveness when all assumptions are met...
Show moreOver the past 20 years, value-added models (VAMs) have become increasingly popular in educational assessment and accountability policies because of the sophisticated statistical controls these models use to purportedly isolate the effect of a single teacher on the learning gains of his or her students. The present research uses a Monte Carlo simulation study design in order to investigate whether VAMs are able to provide accurate estimates of teacher effectiveness when all assumptions are met and to determine how robust the models are to endogenous peer effects and nonrandom assignment of students to classroom. The researcher generates three years of simulated achievement data for 18,750 students taught by 125 teachers, and analyzes this data with a linear mixed model similar to the SAS(&)#174; EVAAS(&)#174; Multivariate Response Model (MRM; M1), a basic covariate adjustment model (M2), and variations on these models designed to estimate random classroom effects. Findings indicate that the modified EVAAS may be too computationally onerous to be of practical use, and that modified covariate adjustment models do not perform significantly differently than the basic covariate adjustment model. When all assumptions are met, M1 is more accurate than M2, but both models perform reasonably well, misclassifying fewer than 5% of teachers on average. M1 is more robust to endogenous peer effects than M2, however both models misclassified more teachers than when all assumptions are met. M2 is more robust to nonrandom assignment of students than M1. Assigning teachers a balanced schedule of nonrandom classes with low, medium, and high prior achievement seemed to mitigate the problems that nonrandom assignment caused for M1, but made M2 less accurate. Implications for practice and future research are discussed.
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Date Issued: 2016
Identifier: CFE0006344, ucf:51568
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006344

Title: Sinkhole Monitoring Using Groundwater Table Data.
Creator: Tu, Ton, Yun, Hae-Bum, Nam, Boo Hyun, Wang, Dingbao, University of Central Florida
Abstract / Description: Florida might be one of the most sinkhole-active areas on the earth. Due to its unpredictability and significance of occurrence, the development of sinkhole monitoring techniques is imperative to minimize sinkhole-induced hazards. Several methods have been used to evaluate sinkhole risks, including destructive methods, such as Standard Penetrating Tests (SPT) and Cone Penetrating Tests (CPT), geophysical method, and sensor-based groundwater monitoring method. However, few studies are...
Show moreFlorida might be one of the most sinkhole-active areas on the earth. Due to its unpredictability and significance of occurrence, the development of sinkhole monitoring techniques is imperative to minimize sinkhole-induced hazards. Several methods have been used to evaluate sinkhole risks, including destructive methods, such as Standard Penetrating Tests (SPT) and Cone Penetrating Tests (CPT), geophysical method, and sensor-based groundwater monitoring method. However, few studies are available for comprehensive understanding of spatiotemporal sinkhole mechanism by combining different exploration methods under realistic experimental conditions. The objective of this study is to understand spatiotemporal sinkhole mechanism, using SPT, CPT, ground penetrating radar (GPR), and piezo pressure sensors tested at actual sinkhole sites. A small-scale test was conducted prior to the field test to validate data analysis technique using piezo pressure sensors, developed in this study. Eight piezo pressure sensors were used located at different distances from the sinkhole center to measure the ground water levels (GWLs) during artificially made sinkhole events. A total of 24 scaled tests was conducted with different sinkhole soil thickness and initial GWL. The cone of water depression was observed during the tests, which indicates there are strong relationship between sinkhole and sinkhole occurrence. A novel peak-counting method was developed and validated to estimate spatiotemporal relations of the relations between GWLs and sinkhole collapse patterns.The field test was conducted at an active sinkhole site in Lake county, Florida to determine locations of points of breach and to monitor fluctuation GWL over time. Twenty piezometer sensors were installed, and the GWLs were monitored for three months at 30-min sampling rate. The daily moving average of GWL was calculated and visualized in ArcGIS map to understand spatiotemporal behavior of GWL at different locations from sinkhole positions. The monitoring results were compared with CPT, SPT and GPR results that were conducted prior to the piezo sensor installations. Strong correlations were observed between CPT, SPT, GPR and GWL results. From the results, it can be concluded that size and shape of the cone of water depression depend on dimensions of point discharges and properties of surrounding soil.
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Date Issued: 2016
Identifier: CFE0006511, ucf:51383
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006511

Title: CLOSING THE ACHIEVEMENT GAP FOR ENGLISH LANGUAGE LEARNERS:A COMPARISON OF LANGUAGE ARTS/ESOL AND ONE-WAY DEVELOPMENTAL BILINGUAL PROGRAMS.
Creator: Marlow, Kimberly, Murray, Barbara, University of Central Florida
Abstract / Description: The present study was conducted to investigate two English Language Learner programs in one Florida county and their implications for student achievement. The literature review showed that, as students progress through the educational system, the academic content becomes more and more abstract, forcing students to rely more heavily on their oral and written communication skills in English. Significant achievement gaps, sometimes extremely large, were also identified between English-only...
Show moreThe present study was conducted to investigate two English Language Learner programs in one Florida county and their implications for student achievement. The literature review showed that, as students progress through the educational system, the academic content becomes more and more abstract, forcing students to rely more heavily on their oral and written communication skills in English. Significant achievement gaps, sometimes extremely large, were also identified between English-only students and English Language Learner students. One study highlighted a 46% gap on the 2005 National Assessment of Education Progress (NAEP). The present study was designed to investigate 23 middle schools in one Florida county. The focus of the study was on two English Language Learner programs: Language Arts/ESOL and One-Way Developmental Bilingual Education. A total of 13 schools were identified that had implemented the Language Arts/ESOL program, and 10 middle schools were identified that had implemented the One-Way Developmental Bilingual Education program. The 2007 FCAT reading mean scale scores for the schools' 7th-grade English Language Learners were compared to those of standard curriculum students. For both English Language Learner programs, a statistical significance was found using t-tests. In addition, FCAT reading Levels 1-5 were investigated. At FCAT Levels 1-3, the Language Arts/ESOL program out-performed the One-Way Developmental Bilingual Education program. At FCAT Levels 4 and 5, the One-Way Developmental Bilingual Education program out-performed the Language Arts/ESOL program.
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Date Issued: 2008
Identifier: CFE0002059, ucf:47582
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002059

Title: AN INVESTIGATION OF LINGUISTIC, COGNITIVE, AND AFFECTIVE FACTORS THAT IMPACT ENGLISH LANGUAGE LEARNERS' PERFORMANCE ON A STATE STANDARDIZED READING ACHIEVEMENT TEST.
Creator: Strebel Halpern, Carine, Nutta, Joyce, University of Central Florida
Abstract / Description: The explicit teaching of reading comprehension strategies has been proposed as a means to better prepare secondary school-aged students for today's information-dense, fast-paced, fast-changing global society, and to improve the academic performance of struggling adolescent readers. This proposition of a direct and positive impact of reading comprehension strategies on reading achievement for all students has not been investigated with English language learners (ELLs) who, by definition,...
Show moreThe explicit teaching of reading comprehension strategies has been proposed as a means to better prepare secondary school-aged students for today's information-dense, fast-paced, fast-changing global society, and to improve the academic performance of struggling adolescent readers. This proposition of a direct and positive impact of reading comprehension strategies on reading achievement for all students has not been investigated with English language learners (ELLs) who, by definition, do not possess the same level of English language skills as their native-English speaking peers. This mixed-method study investigated linguistic, cognitive, as well as affective factors that impact adolescent ELLs' performance on a standardized state reading achievement test. The quantitative portion examined the relative contributions of second language proficiency and reading comprehension strategies to a prediction model of reading achievement in 110 ninth and tenth grade ELLs. The qualitative portion of the study involved individual interviews and was aimed at deepening the understanding of ELLs' use of strategies during the standardized reading test, while also investigating affective factors that may impact their performance on this measure of academic achievement. Quantitative findings include two statistically significant prediction models of reading achievement with reading comprehension strategies and English language proficiency as predictor variables. However, only language proficiency made a significant unique contribution to the prediction variable. Qualitative findings suggest that the participants had relatively little metacognitive awareness of their comprehension during the standardized test, had overestimated their use of reading strategies as reported on a 30-item strategy survey instrument, had concentrated on sentence-level comprehension due to unknown vocabulary, and may have been hindered by testing anxiety in being able to wholly concentrate on the task. Recommendations made for the instruction of comprehension strategies consist of the raising of metacognitive awareness through the explicit modeling of the thought processes involved in reading comprehension, including determining the meaning of unknown words.
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Date Issued: 2009
Identifier: CFE0002931, ucf:47989
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002931

Title: The Effect of Habitat for Humanity Homeownership on Student Attendance and Standardized Test Scores in Orange County Florida School District.
Creator: Harris, Charles, Kincaid, John, Uddin, Nizam, Rivers, Kenyatta, Wiegand, Rudolf, University of Central Florida
Abstract / Description: The mobility of low-income students who do not have access to stable housing creates numerous challenges both at home and in school. Among these challenges, academic performance certainly is one of the most important. The lack of a more permanent, familiar, and safe environment is presumed to impact home life as well as students' performance in the classroom. This research compares two groups of current and former students of Orange County Public Schools (OCPS) in Florida (1) children of...
Show moreThe mobility of low-income students who do not have access to stable housing creates numerous challenges both at home and in school. Among these challenges, academic performance certainly is one of the most important. The lack of a more permanent, familiar, and safe environment is presumed to impact home life as well as students' performance in the classroom. This research compares two groups of current and former students of Orange County Public Schools (OCPS) in Florida (1) children of families who are Habitat for Humanity (HFH) homeowners, and (2) a matched socioeconomic control group. The HFH program is designed to provide a stable, affordable housing for families who cannot acquire it through standard means. The research question is: Does stability in housing make an impact on academic performance in the particular area of FCAT scores and attendance? Data were gathered from OCPS and the HFH homeowners themselves. This data were used to evaluate the impact of HFH homeownership on students' academic environment. Results showed better attendance at school, but HFH students fared worse in FCAT performance when compared to control group especially in reading.
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Date Issued: 2014
Identifier: CFE0005504, ucf:50360
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005504

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.
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Date Issued: 2015
Identifier: CFE0005777, ucf:50056
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005777

Title: SELLING "DREAM INSURANCE": THE STANDARDIZED TEST-PREPARATION INDUSTRY'S SEARCH FOR LEGITIMACY, 1946-1989.
Creator: Shepherd, Keegan, Crepeau, Richard, University of Central Florida
Abstract / Description: This thesis analyzes the origins, growth, and legitimization of the standardized test preparation ("test-prep") industry from the late 1940s to the end of the 1980s. In particular, this thesis focuses on the development of Stanley H. Kaplan Education Centers, Ltd. ("Kaplan") and The Princeton Review ("TPR"), and how these companies were most conducive in making the test-prep industry and standardized test-preparation itself socially acceptable. The standardized test most frequently discussed...
Show moreThis thesis analyzes the origins, growth, and legitimization of the standardized test preparation ("test-prep") industry from the late 1940s to the end of the 1980s. In particular, this thesis focuses on the development of Stanley H. Kaplan Education Centers, Ltd. ("Kaplan") and The Princeton Review ("TPR"), and how these companies were most conducive in making the test-prep industry and standardized test-preparation itself socially acceptable. The standardized test most frequently discussed in this thesis is the Scholastic Aptitude Test ("SAT"), especially after its development came under the control of Educational Testing Service ("ETS"), but due attention is also given to the American College Testing Program ("ACT"). This thesis argues that certain test-prep companies gained legitimacy by successfully manipulating the interstices of American business and education, and brokered legitimacy through the rhetorical devices in their advertising. However, the legitimacy for the industry at-large was gained by default as neither the American government nor the American public could conclusively demonstrate that the industry conducted wholesale fraud. The thesis also argues that standardized test manufacturers were forced to engage in a cat-and-mouse game of pseudo-antagonism and adaptation with the test-prep industry once truth-in-testing laws prescribed transparent operations in standardized testing. These developments affect the current state of American standardized testing, its fluctuating but ubiquitous presence in the college admissions process, and the perpetuation of the test-prep industry decades after its origins.
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Date Issued: 2011
Identifier: CFE0003746, ucf:48792
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003746

Title: A COMPARISON OF EIGHTH GRADE READING SCORES BY STATEAND BY THE FOUR CENSUS-DEFINED REGIONS IDENTIFIED BY NAEP.
Creator: Gordon II, William, Taylor, Rosemarye, University of Central Florida
Abstract / Description: This study provided information for policymakers and practitioners by comparing performance of eighth grade students in 2007 on state standardized reading assessments and by the four census-defined regions identified by NAEP. NCLB required states to set their own performance standards and to create their own data collection instruments resulting in increased transparency of student performance data and a lack of uniform accountability systems. The inability of educators, policy-makers, and...
Show moreThis study provided information for policymakers and practitioners by comparing performance of eighth grade students in 2007 on state standardized reading assessments and by the four census-defined regions identified by NAEP. NCLB required states to set their own performance standards and to create their own data collection instruments resulting in increased transparency of student performance data and a lack of uniform accountability systems. The inability of educators, policy-makers, and the general public to make state-by-state comparisons in the area of reading was the catalyst for the study. NAEP data were collected from NCES and state performance data were collected from the USDOE SY 2006-2007 CSPR to determine if a relationship existed between eighth grade students' state scores and NAEP scores in the four census-defined regions. Data were further disaggregated by low socioeconomic students and by nonwhite students. A regression analysis was statistically significant in predicting: a) the state proficient and above scores from the NAEP proficient and above scores, b) the low socioeconomic state proficient and above scores from the NAEP proficient and above scores in the West census-defined region, and c) the nonwhite state proficient and above scores from the NAEP proficient and above scores in all regions. A regression analysis was not statistically significant in predicting low socioeconomic state proficient and above scores from the low socioeconomic NAEP proficient and above scores in the Midwest, South and Northeast regions.
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Date Issued: 2009
Identifier: CFE0002536, ucf:52846
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002536

Title: MUSIC STANDARDS IMPLEMENTATION AND THE RELATIONSHIP TO FOURTH GRADE FLORIDA COMPREHENSIVE ASSESSMENT TEST SCORES FROM 2004 TO 2006.
Creator: Phillips, Neal, Taylor, Rosemarye, University of Central Florida
Abstract / Description: This study examined the possible relationships among the perceived implementation levels of elementary music standards and Florida Comprehensive Assessment Test (FCAT) scores for fourth graders in reading, mathematics, and writing for the years 2004, 2005, and 2006. Survey data for the study were obtained from 32 school district music supervisors from large, medium, and small districts who returned fully or partially completed questionnaires. The study was focused on the relationships, if any...
Show moreThis study examined the possible relationships among the perceived implementation levels of elementary music standards and Florida Comprehensive Assessment Test (FCAT) scores for fourth graders in reading, mathematics, and writing for the years 2004, 2005, and 2006. Survey data for the study were obtained from 32 school district music supervisors from large, medium, and small districts who returned fully or partially completed questionnaires. The study was focused on the relationships, if any, between a school district's mean scale scores in reading, mathematics, and writing from 2004 to 2006 in grade 4 and (a) elementary music standards implementation, (b) the average amount of time spent in elementary school music classes per week, (c) demographic and economic factors, and (d) the reported average amount of time spent in elementary school music classes per week. Findings of the study indicated that, when all variables were considered, a relationship existed among district music supervisors' views on two variables, degree of music standards implementation and the amount of time allotted per month for elementary music in respondents' school districts in 2004, 2005, and 2006; and (a) the percentage of students achieving at proficient or higher on FCAT reading who were also identified as free and reduced lunch in 2004, 2005, and 2006, (b) the percentage of students achieving at proficient or higher on FCAT mathematics who were also identified as free and reduced lunch in 2004, 2005, and 2006, and (c) the percentage of students achieving at proficient or higher on FCAT writing who were also identified as Hispanic in 2004, 2005, and 2006. Finally, implications for educational decision making were offered and recommendations were made for future studies dealing with elementary music standards implementation in Florida's schools. These recommendations included (a) investigating reasons for achievement gaps on FCAT between majority and minority ethnic groups and between minorities themselves, (b) exploring socio-economic factors affecting FCAT scores, (c) continuing research giving special attention to brain research involving music and its impact on the brain, (d) determining why high-stakes testing is necessary, and (e) devising controlled studies both in Florida and nationwide that would compare the elementary students receiving consistent and varied teaching in music with those students not receiving consistent musical instruction. Controlled and experimental group studies of pre-schoolers should be conducted to determine the extent to which the use of musical rhythms impacts the rate of language acquisition.
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Date Issued: 2008
Identifier: CFE0002063, ucf:47566
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002063

Title: A comparison of eighth grade athletes and non-athletes: Academic achievement, time spent on homework, future educational goals, and socioeconomic status.
Creator: Shelby, John, Taylor, Rosemarye, Hahs-Vaughn, Debbie, Doherty, Walter, Ford, Robert, University of Central Florida
Abstract / Description: This study examined the differences between eighth grade athletes and non-athletes in terms of mathematics and reading achievement based on standardized test scores from direct cognitive assessments in mathematics and reading. The data for this study came from the Early Childhood Longitudinal Study Kindergarten Class of 1998-1999 (ECLS-K). Data were collected from student and parent surveys in conjunction with direct cognitive assessments. The research questions were as follows: 1. To what...
Show moreThis study examined the differences between eighth grade athletes and non-athletes in terms of mathematics and reading achievement based on standardized test scores from direct cognitive assessments in mathematics and reading. The data for this study came from the Early Childhood Longitudinal Study Kindergarten Class of 1998-1999 (ECLS-K). Data were collected from student and parent surveys in conjunction with direct cognitive assessments. The research questions were as follows: 1. To what extent is there a difference in mathematics achievement between eighth grade athletes and non-athletes while controlling for self-reported future educational goals and socioeconomic status?2. To what extent is there a difference in mathematics achievement between eighth grade athletes and non-athletes while controlling for self-reported weekly time spent on homework and socioeconomic status?3. To what extent is there a difference in reading achievement between eighth grade athletes and non-athletes while controlling for self-reported future educational goals and socioeconomic status?4. To what extent is there a difference in reading achievement between eighth grade athletes and non-athletes while controlling for self-reported weekly time spent on homework and socioeconomic status?Factorial ANOVA's were used answer each research question. An additional variable, gender, was utilized to further evaluate differences in mathematics and reading scale scores. Based upon the results, no statistical significance was found in the three-way interaction effects for any of the research questions. As the two-way and main effects comparisons were evaluated, statistical significance was indicated within each question based on the multiple independent variables. Overall, the athletes did not outscore non-athletes.There were consistent differences in mean scores in reading and mathematics based upon self-stated future educational goals where students maintained higher mean scores in reading and mathematics as their educational goals increased. In addition consistent differences in mean scores in reading and mathematics were indicated where students below the poverty level had lower mean scores than students at or above the poverty level. Finally, students' mathematics and reading achievement significantly increased as their self-reported weekly time spent on homework increased.
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Date Issued: 2011
Identifier: CFE0004166, ucf:49064
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004166

FCAT (5)	+ -
standardized tests (5)	+ -
standardized testing (4)	+ -
NCLB (3)	+ -
accountability (3)	+ -

Florida Comprehensive Assessment Test (2)	+ -
No Child Left Behind (2)	+ -
Standardized Test (2)	+ -
Standardized Testing (2)	+ -
impact (2)	+ -
professional development (2)	+ -
8th grade science (1)	+ -
ACT (1)	+ -
Allocated Time (1)	+ -
American College Testing Program (1)	+ -
Assessment (1)	+ -
Athletic participation (1)	+ -
Attendance (1)	+ -
Bilingual (1)	+ -
CEEB (1)	+ -
College Board (1)	+ -
EASA (1)	+ -
EL (1)	+ -
ETS (1)	+ -
Education (1)	+ -
Educational Testing Service (1)	+ -
Elementary and Secondary Act of 1965 (1)	+ -
English Language Learner (1)	+ -
English language learners (1)	+ -
English learner (1)	+ -

ETD Collection (20)	+ -
Honors Collection (2)	+ -

University of Central Florida (22)	+ -
Taylor, Rosemarye (6)	+ -
Hahs-Vaughn, Debbie (3)	+ -
Bai, Haiyan (2)	+ -
Boote, David (2)	+ -

Amrein-Beardsley, Audrey (1)	+ -
Baldwin, Lee (1)	+ -
Beile O'Neil, Penny (1)	+ -
Bell, Kathleen (1)	+ -
Briand, Casey S (1)	+ -
Cannavino, Karen (1)	+ -
Clark, Margaret (1)	+ -
Crepeau, Richard (1)	+ -
Crupi, Samuel (1)	+ -
Doherty, Walter (1)	+ -
Ford, Robert (1)	+ -
Gao, Su (1)	+ -
Gaught, William (1)	+ -
Gordon II, William (1)	+ -
Granato, Courtney (1)	+ -
Gresham, Gina (1)	+ -
Haciomeroglu, Erhan (1)	+ -
Haniff, Ruthie (1)	+ -
Harris, Charles (1)	+ -
Hayes, Grant (1)	+ -
Holt, Larry (1)	+ -
Holter, Natalie (1)	+ -
Hopp, Carolyn (1)	+ -
Jasinski, Jana (1)	+ -
Jeanpierre, Bobby (1)	+ -

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