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|a LB3051.H54 2014_HighsmithDasha |2 BU-Local |
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|a Implications of using high-stakes testing for at-risk populations |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2014. |
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|a Barry University Theses -- School of Education. |
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|a Thesis (S.S.P.)--Barry University, 2014. |
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|a Includes bibliographical references (leaves 24-29). |
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|a Copyright Dasha M. Highsmith. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a High-stakes achievement tests are increasingly being used nationwide in order to make decisions about students' educational futures. For example, in Florida, performance on the Florida Comprehensive Assessment Test (FCAT) is used to determine academic proficiency in grades three through ten and also help govern graduation requirements for high school seniors. However, questions have been raised as to the validity and fairness of the FCAT in relation to the heterogeneous groups it targets. The purpose of this study is to examine the relationship between low performing schools in the state of Florida and their socioeconomic trends. Archival data from the 2011-2012 school year was obtained from Florida's Department of Education public records regarding FCAT 2,0 grade points and Title 1 status for 226 schools. It was hypothesized that students in Title 1 schools would score significantly lower on the FCAT than students in non-Title 1 schools. This hypothesis was evaluated using a Welsh Analysis of Variance (Welsh-ANOVA). It was also hypothesized that schools which have the double risk actors of being both predominantly low SES and predominantly minority status will score lower than those with just low SES. A Welsh-ANOVA was also used to evaluate this hypothesis. Findings of the present study supported both hypotheses. Title 1 funded schools obtained significantly less FCAT points than non-Title 1 funded schools. Additionally, Title 1 funded institutions with heightened minority populations scored significantly lower than the Title 1 funded institutions with heightened levels of majority populations. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Educational tests and measurements |x Florida. |
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|a Florida Comprehensive Assessment Test. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001545/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/15/45/00001/LB3051_H54 2014_HighsmithDashathm.jpg |
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|a Theses and Dissertations |
