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A STUDY OF THE COST-UTILITY OF OUTCOMES OF VARIOUS METHODS OF INCREASING THE FOUR-YEAR GRADUATION RATE IN OSCEOLA COUNTY PUBLIC SCHOOLS
Title
A STUDY OF THE COST-UTILITY OF OUTCOMES OF VARIOUS METHODS OF INCREASING THE FOUR-YEAR GRADUATION RATE IN OSCEOLA COUNTY PUBLIC SCHOOLS.
Creator
Berger, Isaac, Murray, Barbara, University of Central Florida
Abstract / Description
The purpose of this study was to determine which interventions were deemed to be effective at increasing the four-year graduation rate in Osceola District Schools. This had become a concern due to the fact that this rate had decreased in recent years, and may be utilized as a predictor of the dropout rate. The interventions were then prioritized according to Levin's cost-utility theory, so that the order of implementation could be prioritized. The study was conducted in January and February...
Show moreThe purpose of this study was to determine which interventions were deemed to be effective at increasing the four-year graduation rate in Osceola District Schools. This had become a concern due to the fact that this rate had decreased in recent years, and may be utilized as a predictor of the dropout rate. The interventions were then prioritized according to Levin's cost-utility theory, so that the order of implementation could be prioritized. The study was conducted in January and February of 2005, and responses were elicited from 600 people. Students currently in Osceola District Schools high schools comprised 200 of this total, and 400 former Osceola District Schools high school students were also selected. The 600 people were randomly selected from directory information lists supplied by the school district. A questionnaire consisting of thirteen interventions that could be utilized to increase the four-year graduation rate was mailed to them a few days after an introductory letter was mailed. A letter enclosed with the questionnaire requested that they fill out and return the questionnaire in the enclosed return envelope. A postcard was mailed as a reminder to people that may not have responded to the letters, and had not yet filled out the questionnaire. Returned questionnaires were then used to calculate mean effectiveness ratings. Of the 600 questionnaires mailed, 154 were returned, and 123 contained no non-responses, and were therefore usable for this study. The order in which the cost-utility in the study prioritized the implementation of the thirteen interventions was: Offer three-year diploma options. Have mentors available for students, with a mentor for every 100 students. Have ten percent more seats for academy/ magnet/ vocational programs. Offer a diploma option that removes the FCAT graduation requirement. Offer a diploma option that removes the Algebra I graduation requirement. Offer a diploma option that lowers the 2.0 Grade Point Average (GPA) graduation requirement on a four point scale to a 1.9 GPA. Offer a diploma option that removes the FCAT Algebra I and GPA graduation requirements. High school classes should have a maximum of 25 students Grades four to eight classes should have a maximum of 22 students Kindergarten to third grade classes should have a maximum of 18 students. Schools larger than 500 students should be divided into smaller learning units, such as schools-within-a-school. Free quality preschool should be provided. Guidance counselors should be available, with one for every 100 students. Four of the items would require statute changes before they could be implemented. They were the interventions that concerned GPA, Algebra I, and the FCAT graduation requirements. The items were prioritized because fiscal constraints may not permit all of the interventions to be implemented, and the interventions that yielded the greatest improvement in four-year graduation rate per unit cost were to be implemented first.
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Date Issued
2005
Identifier
CFE0000555, ucf:46418
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000555
The Relationship Of Participation In A Summer Transition Program For At-Risk Ninth Grade Students And Their Progress Towards On-Time Graduation
Title
The Relationship Of Participation In A Summer Transition Program For At-Risk Ninth Grade Students And Their Progress Towards On-Time Graduation.
Creator
Harper, Joseph, Taylor, Rosemarye, Doherty, Walter, Baldwin, Gordon, Hahs-Vaughn, Debbie, University of Central Florida
Abstract / Description
The primary purpose of the study was to identify whether or not relationships exist between at-risk students in the transition program of a local Central Florida public school district and their on-track graduation progress during high school. Data were also used to describe student demographics of at-risk students and compare those demographics to the school demographic profile. On-track status is a major metric since students have not formally completed the program nor have they graduated....
Show moreThe primary purpose of the study was to identify whether or not relationships exist between at-risk students in the transition program of a local Central Florida public school district and their on-track graduation progress during high school. Data were also used to describe student demographics of at-risk students and compare those demographics to the school demographic profile. On-track status is a major metric since students have not formally completed the program nor have they graduated. This study adds to the district's understanding of the effectiveness of its transition program. The study's findings will inform the district in its efforts to accurately define its return-on-investment in the transition program.
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Date Issued
2013
Identifier
CFE0004859, ucf:49708
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004859
The Effectiveness of Using Florida Virtual High School Course Data during the College Admission Process as a Predictor of Degree Completion Within Six Years.
Title
The Effectiveness of Using Florida Virtual High School Course Data during the College Admission Process as a Predictor of Degree Completion Within Six Years.
Creator
Callahan, Michael, King, Kathy (Kathleen), Cox, Dr. Thomas, Whiteman, JoAnn, Preston, Michael, University of Central Florida
Abstract / Description
The admission process at higher education institutions has not adapted for online distance education classes taken in high schools, such as those offered by the Florida Virtual School. The purpose of this study was to determine whether online distance education courses taken in high school can serve as an indicator of student success in post-secondary education. An honors program at a large public research university provided the data examined. This honors program stored online distance...
Show moreThe admission process at higher education institutions has not adapted for online distance education classes taken in high schools, such as those offered by the Florida Virtual School. The purpose of this study was to determine whether online distance education courses taken in high school can serve as an indicator of student success in post-secondary education. An honors program at a large public research university provided the data examined. This honors program stored online distance education information in a database, which allowed for analysis. Presently, the institution's primary undergraduate admission office does not collect or store this type of information. I used SPSS Statistics to calculate logistical regression on this data. My goal was to discover what effect the high school online distance education variables had on the outcome of graduating in four or six years. Graduation rate is a key metric for colleges and universities as an indicator of success. For this reason, I wanted to determine through this study whether high school online distance education assisted in predicting which students will graduate. At least two stakeholders will find this information useful. Admission officers and, more specifically, honors admission officers will gain more insight into the student selection process as this study examines students in the top 10% of the incoming class. The other group, future researchers, will learn from this study and other new studies for even more understanding on this topic. Although the results indicated that high-achieving Florida Virtual School students do not graduate at higher rate than students who have not completed distance education classes, more research is required to understand how the other 90% of student applicants are affected by distance education courses completed in high school.
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Date Issued
2017
Identifier
CFE0006861, ucf:51754
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006861
FEDERAL FUNDING AND THE RISE IN UNIVERSITY TUITION COSTS
Title
FEDERAL FUNDING AND THE RISE IN UNIVERSITY TUITION COSTS.
Creator
Kizzort, Megan, Hofler, Richard, University of Central Florida
Abstract / Description
Access to education is a central part of federal higher education policy, and federal grant and loan programs are in place to make college degrees more attainable for students. However, there is still controversy about whether there are unintended consequences of implementing and maintaining these programs, and whether they are effectively achieving the goal of increased accessibility. In order to answer questions about whether three specific types of federal aid cause higher tuition rates...
Show moreAccess to education is a central part of federal higher education policy, and federal grant and loan programs are in place to make college degrees more attainable for students. However, there is still controversy about whether there are unintended consequences of implementing and maintaining these programs, and whether they are effectively achieving the goal of increased accessibility. In order to answer questions about whether three specific types of federal aid cause higher tuition rates and whether these programs increase graduation rates, four ordinary least squares regression models were estimated. They include changes in both in-state and out-of-state tuition sticker prices, graduation rates, as well as changes in three types of federal aid, and other variables indicative of the value of a degree for four-year public universities in Arizona, California, Georgia, and Florida for years 2001-2011. The regressions indicate a positive effect of Pell Grants on in-state and out-of-state tuition and fees, a positive effect of disbursed subsidized federal loans on the change in number of degrees awarded, and a positive effect of Pell Grants on graduation rates.
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Date Issued
2013
Identifier
CFH0004522, ucf:45162
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004522