Abstract

The purpose of this study was to determine whether a relationship existed between ESSA per pupil funding for alternative schools and learning gains on the Florida Standards Assessment. In addition, analyses on student subgroups of the percent of minority students, and percent of economically disadvantaged were generated to determine whether demographic characteristics contributed to the relationship. An additional component of the study was utilizing Evidence Base Practices to determine if alignment was present in the highest and lowest performing alternative schools. Data from the Florida Department of Education were analyzed for the 2017-2018 and 2018-2019 school years, as well as available public data. Results indicated negative correlations between funding and learning gains, and regression analyses indicated varying statistically significant results when utilizing subgroups of economically disadvantaged and minority students. The findings from this study has the potential to inform policies and future funding decisions for alternative school practices in the state of Florida and could lead to comprehensive changes to effective funding for alternative schools.

Notes

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Graduation Date

2021

Semester

Summer

Advisor

Gordon, William

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Educational Leadership and Higher Education

Degree Program

Educational Leadership; Executive Track

Format

application/pdf

Identifier

CFE0009102; DP0026435

URL

https://purls.library.ucf.edu/go/DP0026435

Language

English

Release Date

February 2027

Length of Campus-only Access

5 years

Access Status

Doctoral Dissertation (Campus-only Access)

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