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Thesis (Ph.D.)--Ohio University, August, 2006. / Includes bibliographical references (leaves 108-130)

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.

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Thesis (Ph. D.)--Florida State University, 2004. / Advisors: Dr. Pamela Sissi Carroll, Dr. Susan N. Wood, Florida State University, College of Education, Dept. of Middle and Secondary Education. Title and description from dissertation home page (viewed June 16, 2004). Includes bibliographical references.

Mémoire (M.Ed.)--Université du Québec à Chicoutimi, 1997. / Document électronique également accessible en format PDF. CaQCU

Mémoire (M.Ed.)--Université du Québec à Chicoutimi. / Document électronique également accessible en format PDF. CaQCU

Educators can no longer simply look at student totals to distribute instructional dollars. Databased decision-making must be instituted to overcome achievement gaps between white and non-white students. In low-socioeconomic (SES) settings, districts must increase expenditure per pupil (EPP) as low-SES rates rise for all students as district administrators must be in a position to show product rather than process. It was attempted to determine if a positive or negative relationship existed between Anglo, Hispanic, and African-American student test scores and wealth factors on the Texas Assessment of Academic Skills tests in 2000 and 2002. Wealth factors studied included EPP and SES. Data analysis was carried out on 974 independent and consolidated school districts in Texas. Low-SES was found to be a negative predictor of higher test performance on standardized reading and mathematics tests. To varied degrees, low-SES affected all students from all ethnicities as well as affluent students. EPP was attributed with a positive effect on student test performance. Increases of $1,000 or more at one time produce performance increases from 0.20 to 0.40 points. In making specific recommendations, the researcher advises increasing expenditures low-SES districts, schools, and classrooms through the creation of specific district linear equations exhibited in this study. Funds must be earmarked for those students that are affected by poverty. It is also recommended to decrease the number of low-SES students by merging high-SES and low-SES students to dilute poverty's effects. Additional correlation studies that address instructional strategies and outside factors are needed. Finally, a replicating study using Texas Assessment of Knowledge and Skills data over a period would be beneficial.