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首页> 外文学位 >A relationship between the Florida Comprehensive Assessment Test 2.0 mathematics scores and racial and ethnic concentration when considering socio-economic status, ESOL student population, and school climate.
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A relationship between the Florida Comprehensive Assessment Test 2.0 mathematics scores and racial and ethnic concentration when considering socio-economic status, ESOL student population, and school climate.

机译：考虑社会经济地位，ESOL学生人数和学校气候时，佛罗里达综合评估测试2.0数学得分与种族和种族集中度之间的关系。

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摘要

From the moment children are born, they begin a lifetime journey of learning about themselves and their surroundings. With the establishment of the No Child Left Behind Act of 2001, it mandates that all children receive a high-quality education in a positive school climate. Regardless of the school the child attends or the neighborhood in which the child lives, proper and quality education and resources must be provided and made available in order for the child to be academically successful.;The purpose of this ex post facto study was to investigate the relationship between the FCAT 2.0 mathematics scores of public middle school students in Miami-Dade County, Florida and the concentrations of a school's racial and ethnic make-up (Whites, Blacks, and Hispanics), English for Speakers of other Languages (ESOL) population, socio-economic status (SES), and school climate. The research question of this study was: Is there a significant relationship between the FCAT 2.0 Mathematics scores and racial and ethnic concentration of public middle school students in Miami-Dade County when controlling SES, ESOL student population, and school climate for the 2010-2011 school year?;The instruments used to collect the data were the FCAT 2.0 and Miami-Dade County Public Schools (M-DCPS) School Climate Survey. The study found that Economically Disadvantaged (SES) students socio-economic status had the strongest correlation with the FCAT 2.0 mathematics scores (r = -.830). The next strongest correlation was with the number of students who agreed that their school climate was positive and helped them learn (r = .741) and the third strongest correlation was a school percentage of White students (r = .668). The study concluded that the FCAT 2.0 mathematics scores of M-DCPS middle school students have a significant relationship with socio-economic status, school climate, and racial concentration.
机译：从孩子出生的那一刻起，他们就开始了毕生学习自我和周围环境的旅程。随着2001年《不让任何一个孩子落后法案》的制定，该法案要求所有儿童在积极的学校氛围中接受高质量的教育。无论孩子上哪所学校或孩子居住的地区，都必须提供适当的优质教育和资源，以使孩子在学业上取得成功。；事后研究的目的是调查佛罗里达州迈阿密戴德县公立中学生的FCAT 2.0数学成绩与学校种族和民族构成（白人，黑人和西班牙裔），其他语言使用者的英语（ESOL）的浓度之间的关系人口，社会经济地位（SES）和学校环境。这项研究的研究问题是：在控制2010-2011年的SES，ESOL学生人口和学校气候时，迈阿密戴德县的FCAT 2.0数学成绩与公立中学生的种族和民族集中度之间是否存在显着关系。收集数据的工具是FCAT 2.0和迈阿密戴德县公立学校（M-DCPS）学校气候调查。该研究发现，经济弱势（SES）学生的社会经济地位与FCAT 2.0数学得分之间的相关性最强（r = -.830）。紧随其后的是与之相关的学生数量，他们认为他们的学校气氛是积极的并且可以帮助他们学习（r = 0.741），而第三强的相关性是白人学生的学校百分比（r = .668）。该研究得出的结论是，M-DCPS中学生的FCAT 2.0数学分数与社会经济地位，学校气候和种族集中度有显着关系。

著录项

  • 作者

    Galindo, Marilys.;

  • 作者单位

    Florida International University.;

  • 授予单位 Florida International University.;
  • 学科 Education Curriculum and Instruction.;Education General.
  • 学位 Ed.D.
  • 年度 2013
  • 页码 304 p.
  • 总页数 304
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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