Bruce W. Hall
University of South Florida

DeLos Carroll
University of South Florida

Abstract: Attrition in the teaching profession continues to be a major problem in Florida’s schools. A random sample of 310 teachers from a metropolitan school district in Florida anonymously responded to questions about their long range teaching plans, demographic characteristics, current work conditions, professional activities, and educational views. The responses of teachers who plan to quit teaching (31%) were compared with those who plan to remain teachers. Results show that those who contemplate quitting differ in several important ways from those who plan to continue.

Citation: Hall, B. W., & Carroll, D. (1987). Teachers at risk: a profile of the teacher predisposed to quit. Florida Journal of Educational Research, 29(1), 55-72.

Download:  Hall.291.pdf (923 downloads )

Marcia J. Belcher
Miami-Dade Community College

Eric Einspruch
Miami-Dade Community College

Abstract: The appropriateness of using time limits when measuring students’ competence is questionable. This study assessed whether students who had failed the College Level Academic Skills Test (CLAST) could improve their performance if allowed additional time on retaking the test. Because standardized time allotments for completing the CLAST subtests could not be altered for the study, only students retaking the reading and writing subtests were included. These students are allowed 70 minutes to complete one or both subtests. It was concluded that students allowed 70 minutes to retake the CLAST reading or writing subtest outperformed students who had only 35 minutes after adjustments were made for previous performance.

Download:  Belcher.291.pdf (1637 downloads )

Richard L. Tate
Florida State University

Abstract: Regression-based adjustment of student outcomes for the assessment of the merit of schools is considered. First, the basics of causal modeling and multiple regression are briefly reviewed. Then, two common regression-based adjustment procedures are described, pointing out that the validity of the final assessments depends on (a) the degree to which the assumed adjustment model accurately reflects the actual causal processes of schooling in the district and (b) the validity and reliability of the measurement of all necessary variables. In the final section, it is argued that assessment of school merit should not be based solely on regression-based adjustment of student outcomes because state-of-the-art knowledge of causal processes and measurement skills are not adequate to ensure reasonable accuracy. A simple example is used to illustrate the possible severity of bias introduced by a single “specification error” in the model. It is suggested, however, that regression-based procedures might play other, less central, roles in the assessment of school merit.

Citation: Tate, R. L. (1986). Assessment of school merit with multiple regression: methods and critique. Florida Journal of Educational Research, 28(1), 5-23.

Download:  Tate.281.pdf (996 downloads )

Carolyn Lavely

Tom Fisher

Neal Berger

Donna Bullock

Constance Hines

Shlomo Sawilowsky

Abstract: The design and development of subject matter tests for the Florida Master Teacher Program are described. The psycho- metric qualities of each test and a profile of teachers earning the designation of Associate Master Teacher are presented. Florida’s future directions in testing teachers’ subject matter knowledge are discussed, particularly through the Raymond B. Stewart Career Achievement Program act of 1986.

Citation: Lavely, C., Fisher, T., Berger, N, Bullock, D., Hines, C., & Sawilowsky, S. (1986). Florida master teacher program: testing teacher subject matter knowledge. Florida Journal of Educational Research, 28(1), 83-97.

Download:  Lavely.281.pdf (1057 downloads )