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(1) Facilitating Culturally Responsive Classroom Management Professional Development for Novice Teachers in a High-Needs School With a Majority Black Population

Kimberly Miccichi
Pinellas County Schools


In today’s era of resegregation, high-needs schools that are serving mostly students of color and from poverty often hire novice teachers. These teachers are predominantly White, middle-class females who may find it difficult to relate to their students from different races, cultures, and socioeconomic backgrounds. I examined how I could provide four professional development (PD) sessions centered on culturally responsive classroom management (CRCM) for five novice teachers working in a school with a majority Black population qualifying for free and reduced-price lunches. I studied the experiences my teachers had as participants and my facilitation of these sessions to better understand how to help novice teachers develop culturally responsive practices. Three themes emerged that related to CRCM for novice teachers: novice teacher backgrounds, novice teacher classroom challenges, and facilitation–lessons learned. This study has implications for school leaders as well as individuals who (a) design and facilitate PD, (b) lead teacher preparation and induction programs, and (c) study their own practice through action research.


Miccichi, K. (2020). Facilitating culturally responsive classroom management professional development for novice teachers in a high-needs school with a majority Black population. Florida Journal of Educational Research, 58(1), 1-11.

Download: Miccichi_581.pdf (69 downloads)

(4) Examining Alignment of Classification Quality to High-Stakes Test Decisions in Florida

Lissette A. Tolentino
Anne Corinne Huggins-Manley
University of Florida

High-stakes testing in education often requires the use of cut scores to report achievement. In Florida, cut scores are used to establish different levels of proficiency. Although the Florida Standards Assessments (FSA) reports the accuracy rates for cut scores, it does not report classification consistency, nor does it report information on the alignment between the high-stakes cut scores and variations in classification quality across a range of possible cut scores. Our purpose is to perform a case study evaluating the alignment between marginal classification accuracy and consistency rates across the ability continuum to cut point locations for high-stakes cut scores, and to demonstrate the practical utility of this cut score evaluation method that was proposed by Wyse and Babcock (2016). We achieved this purpose through the use of a large set of simulated test data samples generated from FSA item and person parameter estimates.

Tolentino, L. A., & Huggins-Manley, A. C. (2019). Examining Alignment of Classification Quality to High-Stakes Test Decisions in Florida. Florida Journal of Educational Research, 57(4), 1-14.

Download: Tolentino574.pdf (24 downloads)

(3) The Effect of a Statewide School Voucher Program on School Enrollment Change Using Difference-in-Differences Methods

Hyun-Ki Shim
Florida State University

This study examines the impact of the Florida Opportunity Scholarship Program (OSP), a school-based voucher program, on change in total enrollment and share of disadvantaged students by measuring the effect on timing of treatment: immediate effect, lagged effect, and cumulative effect. By collecting school- and district-level time-varying controls from the Census, Common Core of Data, and Florida Department of Education, this study constructed a panel dataset consisting of 1,945 Florida public elementary schools across 67 districts, spanning 2011 through 2016. In general, this study found a negative impact on total school enrollment change, but positive change on free-reduced lunch (FRL) share in enrollment. The negative effect of OSP was only significant within one more year when additional time indicators were included in the analysis. On the other hand, the FRL share shows no significant change from the immediate and lagged effects. All in all, OSP eligibility has a negative impact on total enrollment change which implies that underperforming schools experienced greater student displacement than other schools.

Shim, H-K. (2019). The Effect of a Statewide School Voucher Program on School Enrollment Change Using Difference-in-Differences Methods. Florida Journal of Educational Research, 57(3), 1-22.

Download: Shim.573.pdf (26 downloads)

(2) The Effect of Florida School District Classifications on Academic Outcomes: A Multivariate Analysis

Lauren Raubaugh
Ying Xiong
University of Central Florida

This study takes a macro-scale look at the state of Florida, utilizing aggregated data from all 67 of its school districts from academic years 2015–2016 and 2016–2017, as a first step to understanding statewide patterns. It details statistical analyses that intend to describe (rather than generalize) trends in student performance on standardized tests by district, testing for an effect of location on performance when accounting for additional student variables. Findings can provide a framework around which to inform policy changes and pedagogical techniques in order to improve the quality of education across the state.

Raubaugh, L., & Xiong, Y. (2019). The effect of Florida school district classifications on academic outcomes: A multivariate analysis. Florida Journal of Educational Research, 57(2), 158-169.

Download: 17.-Raubaugh.572.pdf (52 downloads)