The purpose of this study was to determine the differences in growth on the reading and mathematics FCAT 2.0 across varying levels of instrumental music participation by both low- and high-socioeconomic status (SES) middle school students, and to determine whether or not there is a relationship between instrumental music participation and socioeconomic status. The differences between instrumental music participation groups were not found to be statistically significant for both the reading and mathematics FCAT 2.0 growth by high-SES status students, and for reading FCAT 2.0 growth by low-SES status students. The differences between groups were found to be significant for mathematics FCAT 2.0 growth by low-SES students, but a Tukey HSD post-hoc test found no significant differences between the individual groups. The study also found that high-SES students had a higher rate of instrumental music participation in sixth grade, and a lower attrition rate between sixth and seventh grade than the low-SES students.

To date, there is little current research which explores the effect of allocated assessment time and allocated instructional time as related to student achievement (Spanjers, Burns, & Wagner, 2008). Current educational reform has placed accountability and assessment at the forefront of public education (Hirsh, 2007; Jennings, 2012; Kallemeyn, 2009; NCLB, 2001; Supovitz, 2009). Research of time on task has demonstrated that there may be a positive correlation between the amount of time on task in learning activities and student achievement (Fredricks, McColskey, Meli, Mordica, Montrosse, & Mooney, (2011). There is current legislation to increase the time demands of assessment and the resulting decrease of allocated instructional time may result in lower levels of student achievement (Butler, 1926; 1936; Brophy, Rohrkemper, Rashid, & Goldwater, 1982; Carroll, 1963; Doppelt, Mehalik, Schunn, Silk, & Krysinski, 2008; Spanjers, Burns, & Wagner, 2008; Wyss, Dolenc, Kong, & Tai, 2013). The purpose of this study was to compare allocated assessment time to allocated instructional time in small, medium, and large school districts in Florida. A sample of 12 school districts was selected representing small, medium, and large school districts based on student enrollment from Florida Education Finance Plan (FEFP) data. Data related to State and school district mandated assessments were collected for each school district using school district testing calendars and State assessment calendars. These data were examined and the number of minutes spent on each assessment was calculated. The calculation was used to determine the amount of time spent on State and school district mandated assessment. Allocated instructional time was calculated using the difference in allocated time and allocated assessment time. In addition, data were analyzed to determine what, if any, relationship existed between allocated assessment time and school district size as well as student achievement. Time lost to assessment preparation was also included in the determination of allocated assessment time.

This mixed-methods replication study was conducted to develop further understanding of the professional perceptions of educational leaders as to the fairness and impact of Race to the Top reforms concerning teacher evaluation and compensation on student achievement and growth. Graduate students in education and educational leadership from a target university were selected to complete an electronic survey to collect quantitative and qualitative data for analysis. Quantitative results from the electronic survey revealed limited diversity in professional perceptions of the five identified components of RTTT based upon professional classification or percentage free and reduced lunch population at the school sites where assigned. Among the identified RTTT components, the component that provided for the use of school- or team-level VAM scores as part of the evaluation and compensation system was consistently viewed as the least fair and least impactful by respondents. Analysis of the qualitative data revealed a number of themes that effected respondents' professional perceptions of the RTTT initiative. The use of a value-added model in RTTT reforms, the variables considered by the model, and communication and implementation problems associated with the reforms were the central areas of concern among survey respondents. This study provided follow-up data to Windish's 2012 study and showed a negative general trajectory of the professional perceptions of educational leaders related to this high-profile, national educational reform effort.

This study was focused on the effect of pre-service teaching utilizing a co-teaching model on student achievement at an elementary school in a large, urban school district in central Florida. The contribution of university student teachers (i.e., interns) to elementary school achievement was investigated. Specifically explored was the difference between student achievement scores in classes with interns who participated in a co-teaching model and interns in classes that did not employ any structured approach to intern teaching. The researcher compared seven classes that employed co-teaching, where the university intern teacher and master teacher remained in the class conducting instruction, to seven classes that had a more traditional approach to the intern teaching. The co-teaching intern model did not exert a significant effect, either positive or negative, on student achievement. Also investigated was the effect of an intern, utilizing any model, on student achievement scores, when compared to similar classes without the presence of an intern. The study utilized 14 classes with interns and 13 classes without interns; each group had populations of approximately 285 students. The presence of an intern did not exert a significant effect, either positive or negative, on student achievement. However, the data indicated that the presence of an intern could positively influence mathematics scores. Additionally, the impact of teacher quality and socio-economic status on student achievement in reading and mathematics were explored. The data revealed the value of the individual teacher significantly affected student success in reading and mathematics. In reading, socio-economic status also significantly affected student achievement.

This study examined the effects of generational differences on student achievement of students in Brevard Public Schools, Brevard County, Florida. The independent variable was the generational cohorts (Traditionalist, Baby Boomer, Generation X, and Millennials). The dependent variable was the factors of job satisfaction, organizational commitment, and work motivation. A second dependent variable was Value-Added Measure (VAM) scores calculated by the Department of Education for the state of Florida for each teacher of grades K-12. These VAM scores were derived from the Florida Comprehensive Assessment Test (FCAT) Reading and Math Developmental Scale scores to show a teacher’s effect on student achievement. A convenience sample of teachers was surveyed from the population of all Brevard Public Schools teachers, and respondents’ VAM scores were analyzed for differences in the means. Findings showed that there was a statistically significant difference in job satisfaction among the generational cohorts based on the benefits factor. Baby Boomers found benefits to be a more important aspect of job satisfaction than did Millennials. There was also a statistically significant difference in organizational commitment among the generational cohorts based on career at current school. Baby Boomers found spending the rest of their career at their current school significantly more important than did Millennials. There was no statistically significant difference among the generational cohorts in work motivation or means of VAM scores. Recommendations were made for future studies that generalize the finding to other counties in Florida, other states, and other countries. The possibility of generational impact being a cultural experience would be addressed. Another possible future study included examining individuals within a single generational cohort. Gender considerations are one area iii for study. Furthermore, it is recommended that future studies move beyond one timeframe for gathering data. A longitudinal study of the same people within a generation from the beginning of their career to the end to determine if values change due to aging and gaining experience as compared to belonging to a generation should be conducted

The focus of this research was to examine the initial year of implementation of the Marzano Teacher Evaluation Model and iObservation®tool (Learning Sciences International, 2012) as it related to student achievement in the School District of Osceola County, Florida and to determine if the Marzano model improved the ability to determine teacher effectiveness with more accuracy than previous models of teacher evaluation used in the school district. Twelve research questions guided this study concerning the relationship and predictability between the variables of teacher instructional practice scores, number of observations reported in the iObservation®tool, and student achievement in Grades 3-5 using reading and mathematics FCAT 2.0 DSS scores. Linear Regression analysis suggested that for Grade 3 reading and mathematics the instructional practice mean had statistical significance in predicting performance and was a strong predictor of Grade 3 FCAT reading and mathematics performance. Linear Regression analysis suggested that for Grade 3 reading and mathematics the instructional practice mean had statistical significance in predicting performance and was a strong predictor of Grade 3 FCAT reading and mathematics performance. Linear Regression analysis further suggested no statistical significance or predictability for Grades 4, 5 for instructional practice mean and Grades 3,4,5 for observation mean related to FCAT reading and mathematics performance. Caution should be used when attempting to interpret these findings, as this study was based solely on intitial year implemention data. Implications for practice are also discussed in this study.

The focus of this research study was to determine how elementary students enrolled in virtual education classes performed on state assessments and final report card grades in Reading and Mathematics as compared with students enrolled in traditional classes, and to examine whether there was a difference in the successful course completion rates between the two groups. Five research questions guided this study concerning the relationship of successful course completion, final grades, and FCAT 2.0 achievement level scores and the variables of virtual and traditional education in the School District of Volusia County. This study is significant, as the movement of virtual learning is driven by economic factors and learning outcomes need to be considered in making instructional delivery decisions. Chi-square analysis suggested no statistical significant difference existed in either Reading or Mathematics successful course completion of students in virtual and traditional settings. Chi-square analyses and a one-sample t-test suggested there was no statistical significant difference in performance of virtual and traditional students on FCAT 2.0 Reading and Mathematics achievement levels. Although the Chi-square analyses showed no statistical significance in performance of virtual and traditional students on final report card grades in Reading and Mathematics, the one-sample t-tests suggested there was a statistically significant difference. When interpreting these results, caution should be taken as the virtual student population was extremely disproportionate to the traditional student population. Implications for practice and recommendations for future study are suggested in this study

This study focused on the relationship between student achievement and teacher evaluation during the first year of implementation of the Marzano Causal Teacher Evaluation model in a large suburban school district in Central Florida. The population included high school level teachers and students. Teacher evaluation and performance data were collected and analyzed for relationships using Spearman Rho and Chi-Square Analysis. Variables reviewed included: (a) Marzano‟s Causal Teacher Evaluation Model iObservation© protocol, (b) categorized teacher years of experience, (c) student growth scores based on a teacher‟s student success on statewide assessments as calculated using VAM or an administered pre- and posttest, (d) school reported teacher demographics on school improvement plans and (e) historical 9th - and 10th -grade student achievement data on FCAT 2.0 Reading and 9 th - grade student achievement data on the Algebra 1 End-ofCourse (EOC) Examinations.

The purpose of this study was to compare achievement results of students enrolled in traditional and virtual Algebra 1 courses in the School District of Volusia County, Florida and to identify which educational interventions are utilized by traditional and online teachers to promote student success, especially for at-risk populations. Two research questions guided this study. This study is significant, as school districts expand virtual options for K-12 students to meet legislative mandates and student demand, while also exploring and developing methods to ensure student success. Student scores on the Florida Algebra 1 End of Course Exam (EOC) were compared to determine what difference, if any, existed in the performance of students in traditional face-toface classrooms and virtual settings. Surveys were also distributed to traditional brick-andmortar and virtual teachers to identify which educational interventions were provided to at-risk students and to measure teacher perception of the relative effectiveness of those interventions in each setting. One-sample t-test results indicated a statistically significant difference in the mean scale scores of traditional and virtual students on the Florida Algebra 1 EOC. Survey responses indicated little variation in the interventions provided by teachers to at-risk students in each setting. Low effectiveness ratings for interventions in the Resources category, such as Mentors from the Community, warrant further investigation, as these responses run counter to previous research. Due to this study’s small sample and wide disparity between the number of traditional and virtual students, caution is advised in the interpretation of results.

Research has shown that there is a positive correlation with student performance when there are members of the family, primarily a parent, who are actively involved with the student and their education. The following action research plan was designed to determine how increasing parental involvement affected student performance in a scientific inquiry program. This was done by offering "parenting a middle school student" workshops, encouraging family run practices at home, and inviting parents to attend a class with their student. This research was conducted in a large middle school in a central Florida school district with two 7th grade classrooms. One classroom served as the control group, while the second served as the experimental group. The teacher researcher was responsible for increasing communication with the parents in regards to student behavior and/or performance. Implementation of increased communications are associated with keeping parents informed, however they only work to increase student performance if the parent uses the increased communication and applies the information to use at home. Analysis of the data indicated that there was no difference between the two classes. The majority of the invited parents in the experimental group did not participate in the parent workshops. Students in the experimental groups showed little or no difference in grades on the post unit exam or in their overall grades. Additional research with smaller sampling sizes would be a recommendation of this researcher. When working with an average of one hundred and twenty students on a regular basis, working with twenty five sets of parents to increase communication was a daunting task. The researcher would recommend having an experimental group of no more than ten for future ii i studies. Although a small sample may be sufficient for a descriptive study, it's recognized that a small sample will likely not have sufficient power to detect statistically significant differences if they exist.