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.
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Doctor of Education (Ed.D.)
College of Community Innovation and Education
Educational Leadership and Higher Education
Educational Leadership; Executive Track
Length of Campus-only Access
Doctoral Dissertation (Campus-only Access)
Cullen, Mary, "An Investigation of the Relationship Between Every Student Succeeds Act Funding and Learning Gains at Alternative Schools in the State of Florida" (2021). Electronic Theses and Dissertations, 2020-. 1131.
Restricted to the UCF community until February 2027; it will then be open access.