Keywords
standardized tests, socio-economic status, poverty, education, stratification
Abstract
There is an abundance of literature that focuses on the standardized test score difference between minority and non-minority students. Within this literature, socio-economic factors, parental influences, and school-level resources have been used to explain the difference in test scores. The purpose of this study is to identify the variables that are thought to significantly influence test score achievement. The data come from the Florida Department of Education and the US Census. Linear regression analyses results are used to examine the relationship between the independent and the dependent variables. The results showed that overall economic factors are more closely related to FCAT scores than race. More specifically, the percent of students receiving free lunch was negatively correlated with FCAT scores.
Notes
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Graduation Date
2005
Semester
Fall
Advisor
Jasinski, Jana
Degree
Master of Arts (M.A.)
College
College of Arts and Sciences
Department
Sociology and Anthropology
Format
application/pdf
Identifier
CFE0000896
URL
http://purl.fcla.edu/fcla/etd/CFE0000896
Language
English
Release Date
January 2006
Length of Campus-only Access
None
Access Status
Masters Thesis (Open Access)
STARS Citation
King, Tara, "Race, Socio-economic Status, School Level-resources, And Parental Influences On Fcat Scores In Florida: A Quantitative Study." (2005). Electronic Theses and Dissertations. 582.
https://stars.library.ucf.edu/etd/582