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Examining the Effectiveness of Turnaround Models in Florida Public Schools

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Date Issued:
2018
Abstract/Description:
Improving student performance in America’s chronically underperforming schools has been a challenge for many decades. Despite various school reforms, little to no progress has been shown. Schools have continued to fail, and achievement gaps have widened. The current state of schools has called for a drastic intervention. School turnaround has emerged as the country’s response to improving persistently-low performing schools. This study was designed to determine if the turnaround models outlined in the federal school improvement grant (SIG) were effective in improving student performance in low-performing schools in Florida. Specifically, this study investigated the impact of the transformation and turnaround intervention models on student achievement. This study also sought to determine if size (school enrollment), socioeconomic status (FRL), minority enrollment rates (Black and Hispanic), as well as principal gender, race, and years of experience moderate the relationship between the intervention model used and student achievement. The ultimate objective was to determine if turnaround intervention models improved student performance in low-performing schools in Florida. A quantitative method, including three statistical analyses, was employed to respond to three research questions and test nine corresponding null hypotheses. Florida’s 69 SIG Cohort I schools were identified for data collection and analysis. A t test analysis revealed there was not a significant difference in the performance of the transformation and turnaround model schools as measured by percent of points earned towards school grade. Further, chi square analysis revealed there was not a relationship between the model (transformation or turnaround) and school grade. Additionally, multiple regression analysis revealed none of the moderator variables were statistically significant. A discussion of the findings, implications for policy and practice, and recommendations for turnaround are explained in detailed, followed by suggestions for future research.
Title: Examining the Effectiveness of Turnaround Models in Florida Public Schools.
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Name(s): Fulton, Angela R., author
Shockley, Robert, Thesis advisor
Florida Atlantic University, Degree grantor
College of Education
Department of Educational Leadership and Research Methodology
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Date Created: 2018
Date Issued: 2018
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: application/pdf
Extent: 151 p.
Language(s): English
Abstract/Description: Improving student performance in America’s chronically underperforming schools has been a challenge for many decades. Despite various school reforms, little to no progress has been shown. Schools have continued to fail, and achievement gaps have widened. The current state of schools has called for a drastic intervention. School turnaround has emerged as the country’s response to improving persistently-low performing schools. This study was designed to determine if the turnaround models outlined in the federal school improvement grant (SIG) were effective in improving student performance in low-performing schools in Florida. Specifically, this study investigated the impact of the transformation and turnaround intervention models on student achievement. This study also sought to determine if size (school enrollment), socioeconomic status (FRL), minority enrollment rates (Black and Hispanic), as well as principal gender, race, and years of experience moderate the relationship between the intervention model used and student achievement. The ultimate objective was to determine if turnaround intervention models improved student performance in low-performing schools in Florida. A quantitative method, including three statistical analyses, was employed to respond to three research questions and test nine corresponding null hypotheses. Florida’s 69 SIG Cohort I schools were identified for data collection and analysis. A t test analysis revealed there was not a significant difference in the performance of the transformation and turnaround model schools as measured by percent of points earned towards school grade. Further, chi square analysis revealed there was not a relationship between the model (transformation or turnaround) and school grade. Additionally, multiple regression analysis revealed none of the moderator variables were statistically significant. A discussion of the findings, implications for policy and practice, and recommendations for turnaround are explained in detailed, followed by suggestions for future research.
Identifier: FA00013131 (IID)
Degree granted: Dissertation (Ph.D.)--Florida Atlantic University, 2018.
Collection: FAU Electronic Theses and Dissertations Collection
Note(s): Includes bibliography.
Subject(s): Public schools--Florida
School improvement programs--Florida--Evaluation
Student achievement
Academic achievement--Florida
Held by: Florida Atlantic University Libraries
Sublocation: Digital Library
Persistent Link to This Record: http://purl.flvc.org/fau/fd/FA00013131
Use and Reproduction: Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.