Improving student performance in America’s chronically underperforming schools has been a challenge for many decades. Despite various school reforms, little to no progress has been shown. Schools have continued to fail, and achievement gaps have widened. The current state of schools has called for a drastic intervention. School turnaround has emerged as the country’s response to improving persistently-low performing schools. This study was designed to determine if the turnaround models outlined in the federal school improvement grant (SIG) were effective in improving student performance in low-performing schools in Florida. Specifically, this study investigated the impact of the transformation and turnaround intervention models on student achievement. This study also sought to determine if size (school enrollment), socioeconomic status (FRL), minority enrollment rates (Black and Hispanic), as well as principal gender, race, and years of experience moderate the relationship between the intervention model used and student achievement. The ultimate objective was to determine if turnaround intervention models improved student performance in low-performing schools in Florida. A quantitative method, including three statistical analyses, was employed to respond to three research questions and test nine corresponding null hypotheses. Florida’s 69 SIG Cohort I schools were identified for data collection and analysis. A t test analysis revealed there was not a significant difference in the performance of the transformation and turnaround model schools as measured by percent of points earned towards school grade. Further, chi square analysis revealed there was not a relationship between the model (transformation or turnaround) and school grade. Additionally, multiple regression analysis revealed none of the moderator variables were statistically significant. A discussion of the findings, implications for policy and practice, and recommendations for turnaround are explained in detailed, followed by suggestions for future research. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

The focus of this research was to determine the relationship, if any, between student achievement and the implementation of the Sterling Quality Management System in a southwest Florida school district. A quantitative analysis focused on three sources of data. Two surveys provided by the Florida Sterling Council were used to collect data from school based personnel and student achievement gain scores obtained from the Florida DOE School Accountability Report 2005-2009. In this study, little positive correlation was found between perceived implementation of Sterling practices and student achievement gains. Of a possible score of 5, the total mean implementation score across all groups was found to be 4.14. This meant that the perceived level of Sterling implementation among respondents overall was very high. No significant correlation was found between the total average Sterling implementation mean score and student achievement gains (school points) made between 2005 and 2009. Overall, very few correlations were found to be statistically significant. This suggested the lack of a linear relationship between Sterling implementation and student achievement gains in the schools in the study Following are recommendations for future research. 1. This study could be repeated using a population of multiple school districts in Florida or in different states. 2. This study could be repeated using different measures of student achievement, such as end of course exam results, SAT or ACT scores, or achievement in Advanced Placement or International Baccalaureate programs in high schools. iv 3. This study could be repeated with a population of administrators that includes all school principals and assistant principals. 4. This study could be repeated in a school district that has achieved the Sterling Quality award. 5. This study could be repeated to determine a relationship between Sterling Quality and other school effectiveness measures, such as parent involvement, community support, and teacher retention. 6. Determine the relationship if any that the implementation of Sterling Quality practices at the district level has on student achievement.

This study examined the impact of involuntary mobility on the academic achievement of tenth grade students in a Central Florida school district. Students of involuntary mobility were selected as the result of new attendance boundaries due to new high school construction. Students were compared against non-mobile peers at schools of like demographics (i.e. poverty level and ethnicity). Mobility status (involuntary or no mobility) was the independent variable. The dependent variable, academic achievement, was measured by students’ tenth grade developmental scale scores in reading and mathematics on the Florida Comprehensive Assessment Test. Students’ ninth grade test scores were used as a covariate to control for students’ prior achievement and isolate the impact of mobility. Additional subgroups (minority and poverty) were compared to determine if involuntary mobility had a more significant impact on these groups. Finally, a hierarchical linear regression was used to determine if a model for reading and mathematics could be used to predict future academic performance for students of involuntary mobility. Findings showed consistently there was no statistically significant difference in the achievement performance among groups or subgroups and the subject tests of reading and/or mathematics with one exception. There was a statistically significant difference in mathematics achievement in the all students group when comparing those students of involuntary mobility with students of stability. Students of mobility actually indicated a modest level of higher achievement than non-mobile peers. The hierarchical linear model iv was found to be marginally significant for predicting achievement among involuntary mobility students in the area of mathematics, but not necessarily in reading. Future research recommendations include broadening the research to additional grade-levels. This research only considered the impact of achievement on high school students. Future research should consider similar impact on students at both the elementary and/or middle school levels. Qualitative measures would provide additional information, particularly the perceptions and experiences that stakeholders have throughout the involuntary mobility process. Other at-risk subgroups, particularly those of residential mobility and/or previous retention, provide additional considerations that would add to this body of research. Finally, involuntary mobility as the result of school closings would provide additional insight as this factor often has public negative perceptions.

This mixed methods study of teachers' beliefs about Advanced Placement (AP) equity and access policies occurred in Sunshine County School District, a large south Florida school district that had received accolades for leading the nation in access and equity in AP. Drawing on social reconstructionism, this study framed AP as an acceleration mechanism with the potential to increase students' prospects for social advancement. These policies have resulted in a more diverse classroom experience through nontraditional student participation in AP courses. The purpose of this embedded case study was to examine the relationship between beliefs held by AP teachers in regard to the implementation of equity and access policies, as well as to what extent these beliefs may support or hinder the execution of such policies and procedures. The study occurred in three phases and consisted of document analysis, a survey and interviews. Surveys collected from 176 AP teachers in the district yielded quantitative data on AP teachers' beliefs regarding equity and access and the subsequent implementation of equity and access policies. Qualitative data regarding beliefs surrounding equity and access policies and the potential challenges these policies may pose were collected through open-ended survey questions, document analysis, and interviews with eight teachers at two selected high schools representing the highest and the lowest access rates to AP in the district. The findings indicated that AP teachers support equity and access policies in AP. Despite these beliefs, there is evidence that such policies are not consistently implemented across schools and particularly in STEM-related content areas. The analysis of both quantitative and qualitative data led to the conclusion that the historic tension between elitism and equity that surrounds the AP program currently is fueled primarily through state accountability measures. Implications and suggestions for future research are related to policy changes regarding the revision of the state of Florida grading system and district-level procedural changes in relation to the design of school-based professional development and development of clear AP pathways that support access among underrepresented students. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection

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The focus of this research was to analyze the impact of the United States Department of Education‟s Smaller Learning Communities (SLC) Grant Program on student achievement in 17 schools in the state of Florida that were issued three-year grants during the school years 2006-2009 as compared to 17 similar schools in the state of Florida that did not receive grant funding. Base-line data for each of the 34 schools consisted of student performance in 2006, one year prior to SLC schools receiving the grant. Student achievement data from the base-line through the three-year grant period for the 17 grant recipients were compared with that of 17 similar Florida schools that were not grant recipients in 2006. Student data were collected from the Florida Department of Education. The data subjected to analyses were comprised of student achievement on the ninth and tenth grade Florida Comprehensive Assessment Test (FCAT) in the areas of reading and mathematics, the graduation rate, and the dropout rate. The data showed an overall improvement in the SLC schools‟ student achievement based on the six areas analyzed. The data collected were then compared to the 17 similar schools to identify any significant differences in the achievement gains in those schools. Although both the SLC schools and the control schools showed overall improvement, no statistically significant relationship was discovered in the achievement of students in SLC schools versus students in similar schools that did not receive the grant dollars during the defined time periods. The overall trend for all 34 schools was similar improvement in student achievement.

The primary purpose of this study was to examine the leadership practices of high school principals in the state of Florida who improved student achievement in schools with a 30% or greater economically disadvantaged student rate. The secondary purpose of this study was to examine principal and student demographics of the identified schools and determine what relationship existed between student demographics, principal demographics, and principal practices. The results of this study offered guidance for principals across the state of Florida who struggled to close the achievement gap between economically advantaged and disadvantaged students. To achieve the purpose of the study, a 53 item survey instrument was distributed to principals in high schools that met the characteristics of a 30% economically disadvantaged student population that had shown growth on the 10th grade FCAT Reading test over three years from 2007 – 2009. 50 principals in 10 school districts were contacted. 18 of those principals responded to the online survey, and 5 principals participated in a follow-up phone interview. The survey instrument gathered quantitative data in four subdomains of principal practices: Implementing a Standards Based Coherent Instructional Program; Providing Teacher Support and Encouraging Teacher Collaboration; Engaging Families; and Using Assessment to Improve Student Achievement and Instruction. Quantitative data regarding principal demographics was also collected through the survey instrument. Qualitative data concerning principal practices was gathered through three open-ended response questions on the survey instrument as well as through follow-up phone interviews. iv The descriptive statistics gathered from responses to the survey instrument showed the highest mean averages for principal practices associated with the following items: Clear vision on student learning outcomes; Set high standards for student learning; Expect teachers to take responsibility for student achievement; and Expect staff to adjust instruction based on various data. The lowest mean averages for principal practices were associated with the following practices: Model exemplary instructional practices; Remove teachers not committed to improving student achievement; Ensure families are engaged in subject-area events; and Use assessment data to determine professional development. In addition to the survey responses, research question one was addressed through the open-ended survey responses and the follow-up phone interviews. The qualitative data collected found the most self-reported best practices under the subdomain of Providing Teacher Support and Encouraging Teacher Collaboration. The most prevalent practices that emerged as a result of the interviews were fostering personal relationships with students and celebrating student success; conducting classroom walkthroughs in a meaningful and purposeful manner; implementing Professional Learning Communities; and reviewing assessment data with teachers to inform instruction. The results of the Mann-Whitney statistical procedure found a significant difference between male and female respondents in the subdomain of Providing Teacher Support and Encouraging Teacher Collaboration. Males scored significantly lower than females. The Spearman correlations found a significant negative correlation between practices in the Teacher Support subdomain and the percentage of disadvantaged students v at a school. In other words, the lower the percentage of disadvantaged students in a school, the higher the principal rated Teacher Support as an important practice. The low number of respondents in this study (N = 18) limited the findings as well as the generalizability to schools with similar populations inside and outside of Florida. However, the results may provide guidance for principals in Florida high schools with high economically disadvantaged student populations. The results of this study placed emphasis on the need for principals to have a clear vision for their school and communicate high expectations for their students. According to the results of this study, principals should also find ways to connect with students and celebrate their successes, create avenues for teacher collaboration, and use assessment data to work with teachers in order to inform instructional decisions.

The focus of this study is on evaluating the impact of a school counselor-led program, Ready for Success (RFS) on the academic achievement of second- and third grade students. The research question investigated in this study was: How do students in grades 2 and 3 who receive the RFS classroom intervention perform on the Scholastic Reading Inventory (SRI) when compared to students in grades 2 and 3 who do not receive the RFS classroom intervention. This study is significant because it addresses the need for more outcome research tying school counselor led interventions to student achievement. Research based interventions for school counselors that improve academic achievement directly address the current focus on student achievement outcomes as well as the need for accountability of school counselors. The sample for this study included 240 participants, 107 in the treatment group and 133 in the comparison group. Students were selected from all second- and third-grade classes at four schools in South Florida. There were 66 participants in the second grade; 37 were male and 29 were female. There were 174 participants in the third grade; 92 were male and 82 were female. Academic achievement was measured using a standardized, objective, state-wide assessment instrument, the Scholastic Reading Inventory (SRI). The analysis used for this study was an analysis of covariance (ANCOVA). Pretest scores on the SRI were used in the study as covariates on the dependent variable to account for group differences at pretest. The statistical analysis shows that there was no significant difference between the comparison and treatment group reading achievement levels on the SRI. Upon further review of the research a significant, confounding variable was discovered. High concentration of non-ESOL students were in the comparison group as compared to the treatment group. / Further data exploration led to a discovery of variance in the fidelity of treatment, which may have also accounted for the given results. The lack of a significant finding may suggest the need for elements of the program to be adjusted particularly when considering that the two programs upon which RFS was based have been consistently shown to be effective. / by Michelle L. Goldberg. / Thesis (Ph.D.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.

President Barack Obama committed hundreds of millions of dollars to the Teacher Incentive Fund (TIF), yet a few fundamental questions remain unanswered—was the federal program effective? Did student test scores improve? Since the late 19th century, teachers have been paid for their classroom services regardless of how well—or poorly— their students performed. Nearly a century later, advocates of education reform continue to champion teacher compensation policies that link salary to student achievement. Researchers have identified two motivation theories that must be present in order to have a successful incentive pay program: goal theory and expectancy theory. The presence or absence of these theories, have produced mixed results at both the federal and state levels. Although the Florida Department of Education crafted its own statewide incentive pay plan, three public school districts have received multimillion dollar awards via competitive TIF grants. The purpose of this dissertation was to determine if any differences in learning gains existed between the 2008 and 2009 Florida Comprehensive Assessment Test® (FCAT® ) Math scores among the students of math teachers at one urban Central Florida Title I middle school who participated in TIF when compared to the students of math teachers who did not participate in TIF. The dissertation also analyzed FCAT® Math scores from 2005 through 2009 in one Central Florida school district to determine if any trends existed among the Title I middle schools participating in TIF; if any trends existed iv among the Title I middle schools that did not participate in TIF; and if any trends existed between the two groups when compared to each other. The literature review and results of this study found that learning gains existed among students whose teachers participated in TIF. In fact, at one urban Central Florida middle school, students of math teachers who did not participate in TIF also demonstrated learning gains. In addition, seven of the ten Title I middle schools from the same Central Florida district had increased FCAT® Math scores with the implementation of the TIF grant along with the three Title I middle school that were not eligible to participate. This research suggested that the teacher incentive program implemented in a Central Florida district had a positive impact on learning gains of low-performing students. The results of the independent-samples tests revealed that there was no statistical difference in the math scores based on participation in TIF. Students of the math teachers who participated in TIF demonstrated at least one year‘s academic growth. Likewise, the findings were similar for students of teachers who opted not to participate as learning gains increased in this group as well. As a result of these findings, recommendations for further study include end-of-the-year interviews with TIF-eligible teachers whose students had learning gains, but chose not to participate. Suggestions for additional research include surveying teachers whose students had higher scores in the absence of an incentive program, analyzing the test scores of other subject areas, and researching other school districts in Florida that were awarded the TIF grant.

The purpose of this study was to determine the relationship of participation in single-gender classrooms on student performance on the reading and mathematics developmental scale scores (DSS) of third, fourth, and fifth grade students on the Florida Comprehensive Assessment Test (FCAT). The FCAT is a standardized test that is administered to all grade 3 through grade 10 public school students in the state of Florida and has been used to assess students‟ achievement in reading and mathematics. Students in grades 4, 8, and 10 have also been assessed in science and writing. This study was concerned only with FCAT reading and mathematics scores. The elementary school whose standardized test scores were utilized in this study was comprised of working class families. The standardized test scores were generated by third, fourth, and fifth grade students who were enrolled in (a) single-gender all boys‟ classes, (b) single-gender all girls‟ classes, and (c) mixed-gender or traditional classes that contained both boys and girls. The analysis of data presented in this study was inconclusive with respect to the advantage of the single-gender educational setting over the mixed-gender educational setting. The analysis of the data produced the following results. During the school years 2005-2006, 2006-2007, 2007-2008, and 2008-2009, there were 80 opportunities for a given class type to achieve the highest reading DSS mean, reading DSS median, mathematics DSS mean, or mathematics DSS median. The single-gender boys‟ class achieved the highest DSS 44 times (55%), the mixed-gender classes achieved the highest iv DSS 29 times (36%), and the single-gender girls‟ class achieved the highest DSS 7 times (9%).