Abstract

This study aimed to identify student characteristics (age, grade level, gender, race, students with disabilities [SWD], English Language Learners [ELL], socioeconomic status [SES], and enrollment period) and academic performance indicators (grade point average [GPA], Florida Standards Assessment [FSA] scale scores, and promotion status) that were potential predictors of course completers and non-completers in a K-11 virtual charter school. Multinomial and hierarchical multiple regression analyses determined the relationship between student characteristics, student performance indicators, and course completers and non-completers. Data analyses indicated age, enrollment period, promotion status, and GPA were predictive of course completion or noncompletion for all grade level bands. By identifying student indicators that may be predictive of course completers and course non-completers, an early warning system has the potential to support virtual schools in implementing appropriate interventions to increase the number of student course completers.

Notes

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Graduation Date

2023

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

Identifier

CFE0009754; DP0027862

URL

https://purls.library.ucf.edu/go/DP0027862

Language

English

Release Date

August 2028

Length of Campus-only Access

5 years

Access Status

Doctoral Dissertation (Campus-only Access)

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Restricted to the UCF community until August 2028; it will then be open access.

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