Author Type

Graduate Student

Date of Award

2008

Document Type

Dissertation

Publication Status

Version of Record

Submission Date

October 2026

Thesis/Dissertation Advisor [Chair]

Pisapia, John

Abstract

This study investigated the varied district student progression policies from 9th to lOth grade and their effect on the district-level achievement of the high schools as measured by six categories of FCA T achievement consistent with those that comprise district grades during the 2005-2006 academic year. In Florida, the state assessment policy and the resulting rewards and sanctions policy, known as the Florida A+ Plan, are uniformly defined across districts while the state student progression policy simply provides guidelines for districts to follow. This results in varied student progression policies in the 67 school districts within the state. A quantitative study of the district student progression policies for promotion from 9th to lOth grade and student achievement, as measured by the Florida Comprehensive Assessment Test (FCA T), was conducted to determine the effect of varied student progression policies on district FCA T achievement. Five predictor variables, based upon promotion requirements from the 9th to 1Oth grade, - number of credits, the type of credits, the availability of midyear promotion, additional requirements to be met for midyear promotion, and minimum grade point average - the six FCA T based criterion variables; and, two contextual variables - district socioeconomic status (SES) and district size were used in the study. Linear regression analysis was used to find that the inclusion of a minimum grade point average had a significant inverse relationship with FCA T Reading Learning Gains. Additionally, theSES of the district was found to significantly affect the relationship between the midyear promotion of students and FCAT Reading proficiency; the type of credits required for promotion and FCA T Math proficiency; and the minimum number of credits required for promotion and both FCA T Math learning gains and FCA T Reading learning gains of the lowest quartile of students. The second order interaction of district size on the effect of SES on the relationship between the predictor and criterion variables yielded significant moderating effects of district size on the moderating effect of SES for the relationships between the minimum number of credits required for promotion and both FCA T Math proficiency and FCA T Math learning gains.

Extent

190 p.

Comments

Dissertation (Ph.D.)--Florida Atlantic University, 2008.|Dissertation (Ph.D.)--Florida Atlantic University, 2008.

Identifier

FA00000716

Format

pdf

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