The aim is to understand if the implementation plan in place by the public school system is exceeding the expectations of the stakeholders or if it is falling below what is expected. This quantitative research examines the English Language Arts (ELA), Florida Standard Assessment (FSA) scores for the state of Florida with a closer inspection of Orange County Public Schools (OCPS) with relation to their digital implementation plan. With an increase in digital technology and amplified emphasis on technology-based learning, the objective of this research was to determine what impact students and schools are experiencing in regards to test scores after the first year of implementation. Data reflects a decrease in gains in relation to ELA test scores, specifically within the year of implementation of technology. With the knowledge of this information the conversation needs to be started about what needs to be done to help this from becoming a permanent issue. There needs to be an allotment for adjustments to allow for the inclusion of strategies to assist in the minimizing of the achievement gap.
If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu.
Master of Education (M.Ed.)
College of Community Innovation and Education
School of Teacher Education
Secondary Education; English Language Arts Education
Length of Campus-only Access
Masters Thesis (Open Access)
Walsh, Sarah, "Digital Education: The Impact of Change, Acceleration, and Student Achievement Improvement" (2019). Electronic Theses and Dissertations. 6592.