No description available.

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.

No description available.

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

Not available / text

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.

No description available.