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A Quantitative Study Analyzing Predictive Factors That Affect Achievement on Florida’s Algebra I End-of-Course Exam (EOC)

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dc.contributor.author Holley, Hope D.
dc.date.accessioned 2017-12-14T16:32:33Z
dc.date.available 2017-12-14T16:32:33Z
dc.date.issued 2017
dc.identifier.citation Holley, H. D. (2017). A quantitative study analyzing predictive factors that affect achievement on florida's algebra I end-of-course exam (EOC) (Order No. 10606857). Available from ProQuest Dissertations & Theses Global: The Humanities and Social Sciences Collection. (1946188342). Retrieved from http://ezproxy.flsouthern.edu:2048/login?url=https://search.proquest.com/docview/1946188342?accountid=27315
dc.identifier.uri http://ezproxy.flsouthern.edu:2048/login?url=https://search.proquest.com/docview/1946188342?accountid=27315
dc.description A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Leadership, College of Education, Florida Southern College.
dc.description Committee Chair: Dr. Karen Aponte
dc.description Committee Members: Dr. Sherri Albritton, Dr. Robert Helmick, Dr. Susan Serrano
dc.description.abstract Despite research that high-stakes tests do not improve knowledge, Florida requires students to pass an Algebra I End-of-Course exam (EOC) to earn a high school diploma. Test passing scores are determined by a raw score to t-score to scale score analysis. This method ultimately results as a comparative test model where students’ passage is determined by how well they performed compared to other test takers. Unfortunately, passing rates have been as low as 19%. In addition to determining whether the student earns a diploma, the EOC determines math competency, which leads to student labeling, directs course tracking into college preparatory or non-college preparatory classes, and negatively impacts student motivation. Furthermore, the EOC alters curriculum and de-emphasizes 21st century skills. Vygotsky’s sociocultural theory suggests that students’ capabilities to learn stem from cultural influences, coupled with Vygotsky’s theory of the zone of proximal development, which advocates for teaching and learning with the idea that learning occurs even when mastery is not achieved. This quantitative study explores cultural variables as predictors on the EOC. Findings suggest that as the percent of socioeconomically disadvantaged students and the percent of minority students in a district increase, the percent passing on the EOC decreases. The size of the district is not significant. Additional findings propose that students who are socioeconomically disadvantaged score higher on the EOC in districts that have higher median household incomes, but districts’ unemployment rate and cost of living index are not predictors of achievement. These findings have implications for district leaders, as well as state policymakers. Additionally, statistical models reported can be used to establish yearly goals, as well as Schools Improvement Plan (SIP).
dc.language.iso en_US
dc.publisher ProQuest Information & Learning
dc.subject Educational tests and measurements
dc.subject Educational leadership
dc.subject Education and state
dc.subject Algebra
dc.subject Educational anthropology
dc.title A Quantitative Study Analyzing Predictive Factors That Affect Achievement on Florida’s Algebra I End-of-Course Exam (EOC)
dc.title.alternative Algebra I End-of-Course Exam (EOC)


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