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Student achievement and public schoo...

Hall, Denise Duncan.

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Student achievement and public school choice mandate of No Child Left Behind Act.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Student achievement and public school choice mandate of No Child Left Behind Act./
作者:	Hall, Denise Duncan.
面頁冊數:	127 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-08, Section: A, page: 2797.
Contained By:	Dissertation Abstracts International71-08A.
標題:	Education, Leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3416676
ISBN:	9781124131214

Student achievement and public school choice mandate of No Child Left Behind Act.
Hall, Denise Duncan.

Student achievement and public school choice mandate of No Child Left Behind Act. - 127 p.

Source: Dissertation Abstracts International, Volume: 71-08, Section: A, page: 2797.

Thesis (Ph.D.)--University of Florida, 2010.

Choice is generally seen as a fundamental component of life in America. It comes as no surprise that over time many parents and politicians feel this privilege should also apply to the educational setting. Over the past 15 to 20 years, a great deal of research has been devoted to choice, focused primarily on methodology and ideology, as well as why and how parents choose their students' schools. But the research on the choice as it relates to educational outcomes has been sparse and inconclusive (Bell, 2009; Broccolichi & van Zanten, 2000; Densessen, Driessena, & Sleegers, 2005; Kleitz, Weiher, Tedin & Matland, 2000; Howell, 2006; Raveaud & van Zanten, 2007; Saporito, 2009; Tedin & Weiher, 2004; Theobald, 2005; Wolf, 2008). This dissertation examines the academic outcomes of students eligible for Florida's Opportunity Scholarship Program under the choice provision of the No Child Left Behind Act.

ISBN: 9781124131214Subjects--Topical Terms:

1035576
Education, Leadership.

Student achievement and public school choice mandate of No Child Left Behind Act.
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245 1 0 $a Student achievement and public school choice mandate of No Child Left Behind Act.
300 $a 127 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-08, Section: A, page: 2797.
500 $a Adviser: David Quinn.
502 $a Thesis (Ph.D.)--University of Florida, 2010.
520 $a Choice is generally seen as a fundamental component of life in America. It comes as no surprise that over time many parents and politicians feel this privilege should also apply to the educational setting. Over the past 15 to 20 years, a great deal of research has been devoted to choice, focused primarily on methodology and ideology, as well as why and how parents choose their students' schools. But the research on the choice as it relates to educational outcomes has been sparse and inconclusive (Bell, 2009; Broccolichi & van Zanten, 2000; Densessen, Driessena, & Sleegers, 2005; Kleitz, Weiher, Tedin & Matland, 2000; Howell, 2006; Raveaud & van Zanten, 2007; Saporito, 2009; Tedin & Weiher, 2004; Theobald, 2005; Wolf, 2008). This dissertation examines the academic outcomes of students eligible for Florida's Opportunity Scholarship Program under the choice provision of the No Child Left Behind Act.
520 $a The purpose of this study was to examine if differences exist between 10th grade achievement in reading and mathematics in a large urban school district for those students leaving their failing neighborhood school to attend an Opportunity Scholarship Program (OSP) school as compared with those who stayed at their neighborhood school. The study also attempted to identify the variation of supplemental academic services for students enrolled in both the challenged neighborhood schools and the opportunity scholarship schools as self-reported in each school's School Improvement Plan.
520 $a The findings reveal that there was no significant difference in 10 th grade reading or math FCAT gain scores between students who moved from an underperforming neighborhood school to a designated high performing OSP school and a matched control group of students who remained at the underperforming school. In addition, there was no significant difference in reading or math gain scores among students attending any of the five OSP schools. In charting the academic services of each school, it was found that, while all of the schools involved offered some of the same academic services based on self reporting through their annual School Improvement Plans, the challenged neighborhood schools offered more of the listed services.
520 $a The implication of finding no significant differences in reading and math gain scores for students participating in the choice program is in itself noteworthy because school choice is a foundational pillar of the NCLB Act. This study directs further research toward factors and interdependent relationships that may affect student achievement within various educational settings. This study adds to existing research regarding student achievement and school choice and informs federal, state and district policies for implementing school choice options. With recent remarks by both President Obama and Education Secretary Duncan (DOE, 2009; The White House Office of the Press Secretary, 2010; Duncan, 2009) concerning the lack of results under the No Child Left Behind Act and the need for results-based reform, this study provides timely insight for educational reform at the state level for the Opportunity Scholarship Program and the Florida Education Next Generation Plan and the impending reauthorization of the No Child Left Behind (NCLB) Act at the federal level.
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