A Relationship between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentration when Considering Socio-Economic Status, ESOL Student Population, and School Climate

Autor/in	Galindo, Marilys
Titel	A Relationship between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentration when Considering Socio-Economic Status, ESOL Student Population, and School Climate
Quelle	(2013), (304 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit Ed.D. Dissertation, Florida International University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Educational Assessment; Mathematics Tests; Scores; Middle School Students; Public Schools; Middle Schools; School Demography; Racial Composition; English (Second Language); Socioeconomic Status; Educational Environment; Correlation; Surveys; Mathematics Achievement; Florida; Florida Comprehensive Assessment Test + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Education; assessment; Bewertungssystem; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Public school; Öffentliche Schule; Schulbesuchsrate; English as second language; English; Second Language; Englisch als Zweitsprache; Socio-economic status; Sozioökonomischer Status; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Korrelation; Survey; Umfrage; Befragung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	From the moment children are born, they begin a lifetime journey of learning about themselves and their surroundings. With the establishment of the No Child Left Behind Act of 2001, it mandates that all children receive a high-quality education in a positive school climate. Regardless of the school the child attends or the neighborhood in which the child lives, proper and quality education and resources must be provided and made available in order for the child to be academically successful. The purpose of this ex post facto study was to investigate the relationship between the FCAT 2.0 mathematics scores of public middle school students in Miami-Dade County, Florida and the concentrations of a school's racial and ethnic make-up (Whites, Blacks, and Hispanics), English for Speakers of other Languages (ESOL) population, socio-economic status (SES), and school climate. The research question of this study was: Is there a significant relationship between the FCAT 2.0 Mathematics scores and racial and ethnic concentration of public middle school students in Miami-Dade County when controlling SES, ESOL student population, and school climate for the 2010-2011 school year? The instruments used to collect the data were the FCAT 2.0 and Miami-Dade County Public Schools (M-DCPS) School Climate Survey. The study found that Economically Disadvantaged (SES) students socio-economic status had the strongest correlation with the FCAT 2.0 mathematics scores (r = -0.830). The next strongest correlation was with the number of students who agreed that their school climate was positive and helped them learn (r = 0.741) and the third strongest correlation was a school percentage of White students (r = 0.668). The study concluded that the FCAT 2.0 mathematics scores of M-DCPS middle school students have a significant relationship with socio-economic status, school climate, and racial concentration. The following are appended: (1) Miami-Dade County Public Schools 2010-2011 School Year Data; and (2) Relationship between FCAT 2.0 Mathematics Scores and Racial and Ethnic Concentration when controlling Socio-Economic Status, ESOL Student Population and School Climate. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10