Florida has the longest history of high stakes testing of any state in the United States, spanning a period of 28 years, seven different testing policy periods, and five tests. In this study, analysis of statistics from the 28 years suggested that declines in graduation rates corresponded to increasingly difficult high stakes testing policy periods, new tests, and periods that did not include high stakes accountability for graduation rates. Overall, graduation rates declined through an erratic 28 years for a net loss of 4.51 %. The achievement gap in graduation rates between white and black students worsened 200% from 1992 to 2003. Analysis of a random sample of 3,000 Florida 9th grade students in 1999 indicated that 42.6% of students graduated within four years with a standard diploma. School achievement variables, including grade point average, retention history, high stakes test scores, and attendance, were found to be the best predictors of individual student graduation. Implications were that to benefit the individual student for graduation, teachers and other educators must work to ensure academic success. Educators should conduct further studies to better understand the relationship between graduation success and high stakes testing polices.

ABSTRACT The purpose of the study was to explore the effectiveness of the mathematics placement process for incoming freshman at a public university. Effectiveness is defined as the percentage of students who successfully complete the mathematics course they were placed into, Precalculus, College Algebra, or Intensive College Algebra. The specific university in this research study was the University of North Florida (UNF). The placement process at UNF included students’ ACT, SAT, or FCPT scores, their mathematics placement exam scores (MPE), and whether or not students followed the placement recommendation (FPR). Students’ ACT, SAT, or FCPT scores were grouped into a single variable of placement levels (PL). Logistic regression analysis was the multivariate method used to analyze the data. In addition, a psychometric analysis of the data obtained by using the mathematics placement exam was also conducted. The results of the analyses indicated that measures of association were found between students’ MPE scores, PL, and FPR. However, the results did not support that the three variables are strong predictors of students’ success in Precalculus, College Algebra, or Intensive College Algebra. Students’ MPE scores were found to be significant in every logistic regression analyses that was conducted. In contrast, students’ PL was not found to be significant in any of the logistic regression analyses. The results of the psychometric analyses supported the reliability and validity of the data obtained from using the UNF mathematics placement exam as part of the placement process. The findings contribute to the knowledge base of assessing mathematics placement procedures in higher education. The findings suggest that placement procedures should be assessed and modified, as needed, on a regular basis to better meet the needs of the university, its faculty, and its students. This is the responsibility of the university’s administrators, advisors, and faculty.

The primary purpose of this study was to examine whether attendance, academic achievement, school climate, student stress, and teacher burnout improved in an inner city, predominantly African American high school after the implementation of a 4 x 4 block schedule. Data concerning student academic achievement and absenteeism in 14 classrooms were gathered from the school's Annual Scholastic Reports. Data concerning the instructional practices of eight teachers were gathered through the teacher version of the Instructional Practices Survey and compared to a student version of the Instructional Practices Survey to determine whether student perception of instructional practices coincided with the teachers' perceptions. Classroom climate was examined by administering the Classroom Environment Survey to seven teachers and 130 of their students. Student stress levels were examined from the results of the School Situation Survey returned by 106 students. The Maslach Burnout Inventory was used to gather data concerning the burnout levels of 13 teachers. This study found that increases in grade point average and decreases in absenteeism were not achieved after three years of block scheduling. Instructional practices of the teachers involved in this study did not change significantly. School climate, student stress levels, and teacher burnout were found to be in the average range.

Hispanic children in the United States are more likely to fall behind in several literacy measures even before they enroll in prekindergarten programs. There are some structural and non-structural factors that have a direct impact on Hispanic children’s early literacy skills. Among the non-structural factors this mixed-method study explored Hispanic caregivers’ beliefs about education as well as their literacy practices at home. The study compared two groups: diverse Hispanic caregivers with 4-year-old children enrolled in the Voluntary Prekindergarten Program (VPK) and diverse Hispanic caregivers whose 4-year-old children were not enrolled in VPK. A total of 125 diverse Hispanic caregivers responded to two surveys: the Parental Reading Belief Inventory and the Adaptation of the Stony Brooks Reading Survey. Twenty Hispanic parents were later interviewed to better understand their beliefs about education as well as their literacy practices at home. The surveys and interviews revealed playing games, drawing pictures and looking at books with their children were the most common literacy practices in which Hispanic caregivers engaged. All participants in the study stated how much they value their children’s education. Some, particularly caregivers whose children were participating in VPK programs, were more likely to engage in their children’s education and experience fewer barriers to reading at home. Country of origin played an important role in differentiating Hispanic parents in their beliefs about education as well as in their literacy practices at home. From the diverse group of participants in the study, Mexican caregivers were less likely to perceive themselves as playing a key role in their children’s education and they also shared experiencing more barriers in their literacy activities when compared with parents from Cuba and Puerto Rico. Overall, enrollment in VPK was dependent upon the type of barriers to reading activities that Hispanic parents experience as well their country of origin.

The nonprofit sector plays a vital role in the quality of life in any community. Challenges such as economic fluctuations, the organization’s image in the community, and adverse legislative policies threaten the vitality of organizations. It is incumbent upon nonprofit leaders to help their organizations overcome these challenges. It is therefore important to understand leadership characteristics and practices of organizations that achieve a high-level of performance and have the ability to overcome threats to their success. The purpose of this mixed-method study was to examine the nonprofit sector in northeast Florida, identify a selected sample of high-performing organizations, and understand the relationship between the paid and volunteer leaders. Using quantitative methods, data were collected on 108 nonprofit organizations located in the Jacksonville Metropolitan Statistical Area (MSA), a 5-county region including Baker, Clay, Duval, Nassau, and St. Johns. The data included demographic information such as financial statistics, longevity of service, and service areas provided by these organizations. The qualitative component of this study included data gathered through interviews with elite informants and nonprofit leaders. Elite informants were interviewed to identify a selected sample of high-performing organizations in northeast Florida. Interviews were conducted with 37 paid executive leaders and volunteer board members from the sample of 10 nonprofit organizations. As a result of these interviews, nine leadership characteristics and practices were identified as characteristic of high-performing nonprofit organizations.

Leadership theory routinely focuses on the relationships of leaders within the context of the work environment; however, culture and, specifically, films are a pervasive influence on both individuals and work environments. The literature review revealed that the relationships between higher-education faculty and administrators are strained. A conceptual framework known as the dark side phenomenon identified three dynamics affecting the work between faculty and administration: working relationships, supervisory roles, and the cultural impact. This lead to the research question: How are higher-education administrators portrayed as characters in popular American films? Data collection began with the selection of American films to study and involved four criteria: release of the film in the United States, inclusion of higher education in the film, a high level of viewership, and the substantial portrayal of a higher-education administrator within the film. The theoretical framework for data collection included Kenneth Burke’s (1969) pentadic analysis and parts of George Gerbner’s (1998) cultivation analysis. The data analysis identified that leadership behaviors are portrayed negatively in all but a few instances. Five major themes of negative leadership were identified: serving oneself, expelling undesirables, promoting prestige, finding money, and adhering to rules. Recommendations for leaders in higher education to mitigate the influence of negative film portrayals and suggestions for improving the quality of leadership were offered. Suggestions for further study include how film portrayal of higher-education administrators affects audience members, how the gender of administrators is portrayed in films, and how an institution’s name is used in films. The study concludes by discussing the power of films, the need for media literacy, and the acknowledgement that the dark side of higher-education leadership can be mitigated by thoughtful, positive leadership behaviors.

The purpose of this study was to determine the use of microcomputers by principals in their roles as instructional leaders and managers, and its impact upon the use of microcomputer technology in the school. The research was done by having the randomly stratified selected sample population respond to a survey. The subjects of this study were elementary, middle/junior and high school principals in the Florida Public School System. Of the responding principals 82.8% reported having access to a microcomputer in their office at school. One-third of the principals reported not having a microcomputer in their own homes. Word processing was reported as the most used application program and spread sheet applications the least used. Principals reported using the microcomputer in managerial tasks such as attendance, discipline, scheduling and grade reporting. The data indicated principals have not taken a proactive stance in their own personal learning about microcomputers and how they can be used. Responding principals, for the most part, did not perceive of the teachers within the building they work as using the microcomputer for the managerial functions of teaching. Presently principals are not taking full advantage of the microcomputer as a tool that can help them in their roles as instructional leaders and managers. Principals must also become more actively involved in the decision making process of the various technologies in which their school can participate.

The United States is becoming more diverse; numerous immigrants and refugees enter every year. Among the newer groups are those practicing the Muslim religion. This qualitative research focused on the identity formation process of six adolescent female Muslim refugees from Afghanistan. Based on Erikson's paradigm of psycho-social development and Marcia's modifications to that theory, I used semi-structured interviews to understand how the participants negotiated their identities in the context of their families, the public school, and the community. This cohort appeared to exist within a circumscribed Afghan community, retaining significant parts of their culture, traditions, and roles. The exception to that retention occurred in the Educational/Vocational Domain. Economic necessity impelled them to assume new roles and to plan for post-secondary education and vocations, for which they were inadequately prepared, and for which their parents could provide little guidance. These young women needed assistance in educational and career planning and counseling programs to facilitate their entry into post-secondary education and to develop their job skills. It seems fair to generalize that this deficit exists for most foreign-born and limited-English students. Addressing this deficit is a daunting, but important, task for the educational system and for resettlement programs.

This study focused on the causes of student underachievement in a selected high school in Ghana. The anonymous name chosen for the school was Northside New Era Secondary School. The participants in the study were administrators, teachers, and students. They were selected from the same school where the researcher conducted the study. The school was located in the Northern Region of Ghana. It had proven records of underachievement compared to other schools in the country according to the Ministry of Education's recent statistical report on education. The criterion for measurement was based on the results of the final examination conducted by the West African Examinations Council (WAEC) for the years 1996 to 2000. The study employed a qualitative methodology to examine student learning. A list of guiding interview questions were developed and validated prior to the study. Seven categories were identified to be the main contributing factors to student underachievement in the school. The categories fell under two main themes: external and internal factors of underachievement. The external factors included the lack of government intervention in the provision of educational materials, the socio-economic background of people in the demographic settings, unworkable educational policies, and poor working conditions for teachers and administrators. The internal factors were comprised of the apathy and passivity with which teachers conducted themselves in the school, parents' beliefs and psychological underpinnings of what an ideal school should be, and the school's lack of educational resources. This study found that both external and internal factors contributed significantly to student underachievement in schools. Participants' knowledge of the implications of the themes, and their understanding of all the educational stakeholders' role in the provision of a sound-learning environment in the school became the bedrock of the study. The researcher challenges all educational authorities everywhere, especially those in the third world countries, to consider student academic achievement as a major priority, necessary for strong nation-building into the 21st century and beyond.

This descriptive study explored the relationship between moral distress, professional stress and intent to stay in the hospital setting. The study involved 234 nursing participants and was conducted via an online survey over a 90 day period. The survey tool consisted of 51 items taken from known moral distress, professional stress and intent to stay tools. The items were divided into frequency and intensity of occurrence. Various statistical measures were utilized to conclude that moral distress and professional stress factors were significant (p