Issue: 2019 Volume 57

(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 (9 downloads)

(2) An Analysis of Geographic Trends in Exceptional Student Education Services

Lodi Rohrer
Alisha Braun
Phyllis Jones
Jennifer R. Wolgemuth
David S. Lamb
Karen Colucci
Vonzell Agosto
Zorka Karanxha
University of South Florida

This study examines geographic patterns of inclusive education placements and specialized programs for students with disabilities in a single region of Florida during the 2017–2018 academic year. Publicly available data on exceptional student education services are used to compare three adjacent school districts on enrollment patterns. Thematic mapping of educational placements at the school level is used to illustrate geographic patterns for one of the districts. Overall, results suggest that the majority of students in the region are served for most of the day in general education classrooms. Geographic maps show that schools with specialized programs tend to be clustered in areas with larger populations. These results have important implications for developing transportation routes that can minimize travel times for students with disabilities who attend specialized programs at schools outside of their assigned zone.

Rohrer, L., Braun, A., Jones, P., Wolgemuth, J.R., Lamb, D.S., Colucci, K., Agosto, V., & Karanxha, Z. (2019). An analysis of geographic trends in exceptional student education services. Florida Journal of Educational Research, 57(2), 150-157.

Download: 16.-Rohrer.572.pdf (24 downloads)

(2) Language-in-Education Planning: The Florida Consent Decree After 25 Years

Maria R. Coady
Mark P. S. Lopez
Shuzhan Li
University of Florida

The Florida Consent Decree (“Decree”), a legal document delineating guidelines for the preparation of teachers of English learners (ELs) in the state of Florida, was signed into law in 1990. Although this policy is among the most far-reaching in the United States, requiring all teachers to have preparation for ELs, 25 years have passed with little known about its impact on meeting the learning needs of EL students. This research brief reviews the empirical research on preservice and inservice teacher education under the Decree between 1991 and 2016. We offer recommendations for preparing teachers of ELs in the 21st century.

Coady, M. R., Lopez, M. P. S., & Li, S. (2019). Language-in-education planning: The Florida Consent Decree after 25 Years. Florida Journal of Educational Research, 57(2), 140-149.

Download: 15.-Coady.572.pdf (9 downloads)

(2) Positioning Teachers as Researchers: Lessons in Empowerment, Change, and Growth

Michelle Vaughan
Christina Cavallaro
Jessica Baker
Cheri Celesti
Christopher Clevenger
Hannah Darling
Rebecca Kasten
Maria Laing
Rachel Marbach
Agnes Timar
Kelli Wilder
Florida Atlantic University

This inquiry explores the impact of an action research course, taught at a university laboratory school, on the teachers involved as researchers, professionals, and practitioners. Through action research coursework and project design, teachers in this project worked together to plan, conduct, and analyze their individual action research projects over the course of a 15-week semester. Guided by the question: “What is the impact of an action research course experience on teachers’ perceptions of their role as researchers and practitioners?” this manuscript brings together teachers’ written reflections to shed light on the empowering nature of teacher research.

Vaughan, M., Cavallaro, C., Baker, J., Celesti, C., Clevenger, C., Darling, H., Kasten, R., Laing, M., Marbach, R., Timar, A., & Wilder, K. (2019). Positioning teachers as researchers: Lessons in empowerment, change, and growth. Florida Journal of Educational Research, 57(2), 133-139.

Download: 14.-Vaughan.572.pdf (10 downloads)