Predictability of Progress Monitoring and Socio-Demographic Factors on FCAT Performance

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Material Information

Title:
Predictability of Progress Monitoring and Socio-Demographic Factors on FCAT Performance
Physical Description:
1 online resource (97 p.)
Language:
english
Creator:
Pratto, Melissa M
Publisher:
University of Florida
Place of Publication:
Gainesville, Fla.
Publication Date:

Thesis/Dissertation Information

Degree:
Doctorate ( Ed.D.)
Degree Grantor:
University of Florida
Degree Disciplines:
Educational Leadership, Human Development and Organizational Studies in Education
Committee Chair:
BEHAR-HORENSTEIN,LINDA SUSAN
Committee Co-Chair:
WOOD,R C
Committee Members:
ELDRIDGE,LINDA BURNEY
FANG,ZHIHUI

Subjects

Subjects / Keywords:
disability -- fcat -- progress-monitoring -- socio-demographic -- socio-economic -- standardized
Human Development and Organizational Studies in Education -- Dissertations, Academic -- UF
Genre:
Educational Leadership thesis, Ed.D.
bibliography   ( marcgt )
theses   ( marcgt )
government publication (state, provincial, terriorial, dependent)   ( marcgt )
born-digital   ( sobekcm )
Electronic Thesis or Dissertation

Notes

Abstract:
The purpose of this study was to determine the effect that socio-demographic indicators such as race, socio-economic status and disability as well as scores on a progress monitoring assessment (FAIR) had on a standardized test measure (FCAT). Data was gathered from a northern Florida school district for all middle school students from the 2011-2012 school years. Each socio-demographic variable was examined to determine the amount of variance accounted for in FCAT score through the use of ANOVAs. A student's disability was found to explain 33% of the variance in FCAT scores. The socio-economic status of a student was found to explain 17% of the variance in FCAT score. The race classification of a student explained 21% of the variance in student FCAT scores. A Spearman Correlation Coefficient was determined to be .78 between the FAIR reading percentile score and FCAT score. This is a strong correlation indicating that performance on these assessments is strongly related. In addition to determining the amount of variance in FCAT score explained by each individual variable, regression models were conducted to determine the amount of variance that the interactions of some of these variables had on student FCAT score. The interaction of these socio-demographic variables was found to explain 44%of the variance in FCAT scores. When adding the FAIR comprehension percentile score to the regression equation with the socio-demographic indicators, 65% of the variance in student FCAT scores was explained. Based on these results, further study should focus on the effect that teachers can have on the progress monitoring scores of students and how accommodations affect the performance of students with disabilities. Implications for schools include the need to examine socio-demographic indicators in combination with progress monitoring scores to predict student performance.
General Note:
In the series University of Florida Digital Collections.
General Note:
Includes vita.
Bibliography:
Includes bibliographical references.
Source of Description:
Description based on online resource; title from PDF title page.
Source of Description:
This bibliographic record is available under the Creative Commons CC0 public domain dedication. The University of Florida Libraries, as creator of this bibliographic record, has waived all rights to it worldwide under copyright law, including all related and neighboring rights, to the extent allowed by law.
Statement of Responsibility:
by Melissa M Pratto.
Thesis:
Thesis (Ed.D.)--University of Florida, 2014.
Local:
Adviser: BEHAR-HORENSTEIN,LINDA SUSAN.
Local:
Co-adviser: WOOD,R C.
Electronic Access:
RESTRICTED TO UF STUDENTS, STAFF, FACULTY, AND ON-CAMPUS USE UNTIL 2016-05-31

Record Information

Source Institution:
UFRGP
Rights Management:
Applicable rights reserved.
Classification:
lcc - LD1780 2014
System ID:
UFE0046508:00001