This manuscript contains discussion and analysis of the growing number of public schools in the state of Florida that are increasingly more segregated than at the height of the Brown v. Board of Education decision. Further discussion and analysis on the influence that standardized testing, like the FCAT, has on the resegregation of public schools and the economic conditions of our Florida schools are also included. Interviews, field observations, and research data are provided and illustrate the burden that high stakes testing has on Florida's K-12 public schools, its teachers, principals, and the students who attend those schools. For the purposes of this study, I have explored the realms of Florida's deteriorating public education system through direct field study and observation in public schools across the state of Florida, as well as collecting published available data regarding funding, race, ethnicity, gender, and standardized test scores. I have visited schools in Miami-Dade County, Orange County, Seminole County, as well as Broward County, Florida, in order to better analyze the gap between the "have's" and the "have not's," across Florida's public schools. This research project has permitted my investigation to further dissect the linkage between school funding, standardized testing, school environments, and cultural conditions and roles played by economics, race, demographics, family income, social environment, and standardized testing.
Bachelor of Science (B.S.)
College of Education
Social Science Education
Dissertations, Academic -- Education;Education -- Dissertations, Academic
Length of Campus-only Access
Honors in the Major Thesis
Moss, Sidney, "Broken Promises: The Inconvenient Truth of Apartheid in Florida's Public Schools" (2008). HIM 1990-2015. 745.