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Florida School Indicator Report Data As Predictors of High School Adequate Yearly Progress (Ayp)

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Florida School Indicator Report Data As Predictors of High School Adequate Yearly Progress (Ayp) University of Central Florida STARS Electronic Theses and Dissertations, 2004-2019 2011 Florida School Indicator Report Data As Predictors Of High School Adequate Yearly Progress (ayp) John D. Carr University of Central Florida Part of the Education Commons Find similar works at: https://stars.library.ucf.edu/etd University of Central Florida Libraries http://library.ucf.edu This Doctoral Dissertation (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Electronic Theses and Dissertations, 2004-2019 by an authorized administrator of STARS. For more information, please contact [email protected]. STARS Citation Carr, John D., "Florida School Indicator Report Data As Predictors Of High School Adequate Yearly Progress (ayp)" (2011). Electronic Theses and Dissertations, 2004-2019. 2021. https://stars.library.ucf.edu/etd/2021 FLORIDA SCHOOL INDICATOR REPORT DATA AS PREDICTORS OF HIGH SCHOOL ADEQUATE YEARLY PROGRESS (AYP) by JOHN D. CARR B.S. University of Central Florida, 1993 M.S. Nova Southeastern University, 2008 A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the School of Teaching, Learning, and Leadership in the College of Education at the University of Central Florida Orlando, Florida Spring Term 2011 Major Professor: William C. Bozeman © 2011 John D. Carr ii ABSTRACT The focus of this research was to identify variables reported in the 2008-2009 Florida School Indicator Report (FSIR) that had a statistical impact, positive or negative, on the likelihood that a school would achieve Adequate Yearly Progress (AYP) in reading or mathematics using the logistic regression technique. This study analyzed four broad categories reported by the FSIR to include academic, school, student, and teacher characteristics. FSIR and AYP data was collected for 468 Florida high schools that were categorized by the Florida Department of Education as presenting a comprehensive curriculum to grades 9-12 or grades 10-12. It was determined in this study that academic data associated with ACT results and the grade 11 FCAT Science were effective predictors of a school’s academic health in reading and mathematics. Student absenteeism showed the greatest impact on a school obtaining AYP in reading while the percentage of students qualifying for free and disabled populations within a school showed the greatest impact on a school obtaining AYP in mathematics. Teachers teaching out of field were identified as having a negative influence on AYP in reading and mathematics while a teacher’s experience was considered a positive influence on AYP in mathematics only. Further research is necessary to fully explore the use of logistic regression as a predictive tool at the state, school district, and school level. iii This dissertation is dedicated to my wife Donna. With her everything is possible. iv ACKNOWLEDGMENTS I would like to thank Dr. Bozeman who voluntarily stepped in as my instructor, advisor, and mentor. His guidance, wisdom, and more importantly, his patience was the key to my success. Dr. Bozeman, thank you for being there and pushing me when I needed it. You have made a lasting impact on my life and my future. It has been an honor to be considered one of your “victims”. I would like to convey my deep gratitude to my committee members Drs. Rosemarye Taylor, George Pawlas, and Jeff Kaplan for making this process such a positive experience. A special note to Dr. Taylor who had the caring words to convince me that this journey was even possible. You were right about everything. To my doctoral editor, Dr. Mary Ann Lynn, thank you for your expertise and kind encouragement. To Dr. Hahs-Vaughn for sharing her statistical expertise, I thank you. I would like to thank my cohort members, my extended family, Dr. Katie Dyer, Dr. Alicia Parker, Kelly Carter, Julian Jones, Theresa Marcks, Julie Roseboom, and John Shelby. Your support, dedication, and friendship made this journey so much more enjoyable. To Cindy Moore, who became my second pair of editing eyes, I thank you. I would like to thank my mother Ruth, sisters and brothers Christine, Joe, Debbie and David for their unwavering caring and understanding during my noticeable absence in your lives. To Michael Hoffman and Daniel Osgood, thanks for being there for me during this journey and my absence. To my step children, Alex and Taryn, who kept me grounded through this process, always reminding me of what is truly important in life, you guys are great! v Above all I would like to thank my best friend, my teammate, my witness, my better everything, my wife Donna, who has the ability to see more in me than I ever could see in myself, who has endured my academic stresses with unyielding confidence in my ability. We did it! vi TABLE OF CONTENTS LIST OF FIGURES ............................................................................................................ x LIST OF TABLES ............................................................................................................. xi LIST OF ACRONYMS/ABBREVIATIONS ................................................................... xv CHAPTER 1 THE PROBLEM AND ITS CLARIFYING COMPONENTS .................... 1 Introduction ............................................................................................................. 1 Purpose of the Study ............................................................................................... 3 Statement of the Problem ........................................................................................ 3 Definition of Terms................................................................................................. 3 Delimitations ........................................................................................................... 7 Limitations .............................................................................................................. 7 Significance of the Study ........................................................................................ 8 Research Questions ................................................................................................. 9 Design of the Study ............................................................................................... 10 Organization of the Dissertation ........................................................................... 12 CHAPTER 2 LITERATURE REVIEW AND RELATED RESEARCH ....................... 13 Introduction ........................................................................................................... 13 Criticism of Adequate Yearly Progress (AYP) ..................................................... 16 Florida High Stakes Testing.................................................................................. 20 Legal Challenges ................................................................................................... 21 Transition to FCAT 2.0 ......................................................................................... 26 President Obama’s Version of ESEA Reauthorization of 2010 ........................... 28 End of Course Examinations: Impact on Florida Education ................................ 31 Florida’s Adequate Yearly Progress ..................................................................... 35 Florida School Grade and the Florida A+ Plan ..................................................... 41 Florida School Indicator Report (FSIR) Variables: Theoretical Foundation....... 45 Student Academic Data............................................................................. 47 Teacher Quality ..................................................................................................... 50 Out-of-Field Teachers and Teacher Certification ..................................... 51 Teacher Preparation and Teacher Degree ................................................. 54 Teacher Experience ................................................................................... 56 School Demographic Data .................................................................................... 57 School Size................................................................................................ 58 Attendance ................................................................................................ 61 vii School Mobility and Dropout Rate ........................................................... 61 Crime and Violence .................................................................................. 64 Per Pupil Expenditures .............................................................................. 65 Summary ............................................................................................................... 65 CHAPTER 3 METHODOLOGY .................................................................................... 69 Introduction ........................................................................................................... 69 Population and Sample ......................................................................................... 72 Research Questions ............................................................................................... 73 Data Analysis ........................................................................................................ 74 Data Analysis for Research Question 1 .................................................... 79 Data Analysis for Research Question 2
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