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 Effects of the four pillars on statewide high school graduation rates.


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Type of Resource: text

Genre: Electronic Thesis or Dissertation

Issuance: single unit

Date Created: Spring 2014

Date Issued: 2014

Publisher: Florida Atlantic University

Physical Form: Online Resource

Extent: 224 p.

Language(s): English

Summary: This study investigated the relationship of statewide high school graduation ratesof student ethnic groups from 2002 to 2006 to the four policy pillars of the No Child LeftBehind (NCLB) Act of 2001: Accountability for Results; Expanded Flexibility and LocalControl; Expanded Options for Parents, Strengthening Teacher Quality. The quantitative,non-experimental, multivariate, correlational design addressed four research questionsand six hypotheses. The research population was composed of high school students in all50 states and the District of Columbia. The predictor variables were the four policy pillars themselves. Data were collected through archival reports from the Education Commission of the States (ECS) and State Accountability Report Workbooks provided by state departments of education to create an index of implementation to determine the extent to which the four policypillars were implemented. The criterion variable was high school graduation rate splitacross student ethnic groups. Graduation rates of subgroup student populations were collected from the Average Freshman Graduation Rates archives for the ninth gradecohort entering in 2001 and exiting in 2006. Data were analyzed both by a one-factorcorrelational analysis of covariance with one covariate to determine the impact of eachNCLB policy pillar, and by a four-factor analysis of covariance with one covariate todetermine the impact of all NCLB policy pillars together. The study found that no significant relationships existed between any of the four NCLB policy pillars, singularly or between all four of the policy pillars together, and statewide high school graduation rates among any student racial or ethnic subgroups for the academic years covered in the study. Reasons for the lack of significant relationships are a source for further study. It is recommended that such studies examine the effect of policy implementation that currently allows: (a) each state to set its own test and measurement standards or its own criteria for teacher certification; (b) parents to keep their children in failing schools even if those children are also failing; and (c) each state to underfund mandates.

Identifier: FA00004099 (IID)

Note(s): Includes bibliography.Dissertation (Ph.D.)--Florida Atlantic University, 2014.

Subject(s): Academic achievement -- United StatesEducation and state -- United StatesEducational accountability -- United StatesEducational equalization -- United StatesSchool improvement programs -- United StatesUnited States -- No Child Left Behind Act of 2001

Held by: Florida Atlantic University Digital Library

Sublocation: Boca Raton, Fla.

Persistent Link to This Record: http://purl.flvc.org/fau/fd/FA00004099

Restrictions on Access: All rights reserved by the source institution

Owner Institution: FAU



Autor: Daniel, Harry M., author Pisapia, John R. Dr., Thesis advisor College of Education, Degree grantor

Fuente: http://fau.digital.flvc.org/islandora/object/fau%3A13435



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