The relationship of student and teacher variables on academic achievement in Florida schools

Since 1995, Florida has been one of the leading states in the country initiating a high-stakes school accountability system. Public schools in Florida receive letter grades based on their performance on the Florida Comprehensive Assessment Test (FCAT). These school grades have significant effects on schools' reputations and funding. Consequently, the plan has been criticized for grading all schools in the same manner, without taking into account such variables as student poverty and mobility rates which are beyond the control of the school. ^ The purpose of this study was to examine the relationship of student variables (poverty and mobility rates) and teacher variables (average years of teacher experience and attained degree level) on FCAT math and reading performance. This research utilized an education production function model to examine which set of inputs (student or teacher) has a stronger influence on student academic output as measured by the FCAT. ^ The data collected for this study was from over 1500 public elementary schools in Florida that listed all pertinent information for 2 school years (1998/1999 & 1999/2000) on the Florida Department of Education's website. ^ It was concluded that student poverty, teacher average years of experience and student mobility taken together, provide a strong predictive measure of FCAT reading and math performance. However, the set of student inputs was significantly stronger than the teacher inputs. High student poverty was highly correlated with low FCAT scores. Teacher experience and student mobility rates were not nearly as strongly related to FCAT scores as was student poverty. The results of this study provide evidence for educators and other school stakeholders of the relative degree to which student and teacher variables are related to student academic achievement. The underlying reasons for these relationships will require further examination in future studies. These results raise questions for Florida's school policymakers about the educational equity of the state's accountability system and its implementation. ^

Evaluating the impacts of Bolsa Escola programs on student performance in Brazil

Since the 1980s, governments and organizations have promoted cash transfers in education as a tool for motivating elementary aged children to attend school. Oftentimes, the monthly payments supplemented the income a child would be making in the labor market. In Brazil, where these Bolsa or grant programs were pioneered, there has been much success in removing children from harsh labor conditions and increasing enrollment rates among the poorest families. However, the capacity of Bolsa Escola programs to meet other objectives, such as impacting educational outcomes and reducing incidences of poverty, continues to be examined. As these programs continue to be adopted globally, funding millions of children and families, evidence that demonstrates such success becomes ever more imperative. This study, therefore, examined evidence to determine whether Bolsa Escola programs have a significant impact on the academic performance of beneficiaries in Brazil. ^ Through the course of three data collection phases, multiple data sources were used to demonstrate the academic performance of fourth and eighth grade Brazilian students who were eligible to participate in either an NGO or the federal cash transfer program. MANOVAs were conducted separately for fourth and eighth grade data to determine if significant differences existed between measures of academic performance of Bolsa and non-Bolsa students. In every case and for both grade levels, significant effects were found for participation. ^ The limited qualitative data collected did not support drawing conclusions. Thematic analysis of the limited interview data pointed to possible dependency on Bolsa monthly stipends, and reallocation of responsibilities in the home in cases where children shifted from being breadwinners to students. ^

Investigating Stakeholders’ Preferences for Coral Reef Research Funding in Florida

Abstract: Heavily used and highly valuable, the Florida Reef is one of the world's most threatened ecosystems. Stakeholders from a densely urbanized coastal region in proximity to the reef system recognize its degradation, but their comprehension of climate change and commitment to pay for sustainable management and research funding have been opaque. With an emphasis on recreational anglers, residential stakeholders were surveyed online about their marine activities, perceptions of resources and threats, and willingness to pay (WTP) for dedicated coral reef research funding in Florida. The majority of stakeholders are wealthy, well educated, and politically independent. Supermajorities favored the two scenarios of taxation for a Florida Coral Reef Research Fund, and the scenario with matching federal funds earned higher support. In regression analyses, several factors emerged as significant contributors to stakeholders’ preferences, and the four recurring factors in extended models were prioritizing the environment over the economy, donating to environmental causes, concern about coral reefs, and concern about climate change, with the latter indicating a recent shift of opinion. Status in terms of income and education were found insignificant, and surprisingly income was negatively correlated with WTP. Perceptions through lenses of environmental and emotional attachments appear to overwhelm conventional status-based factors. Applied statewide, the first scenario's extrapolated WTP (based on a sales tax rate of 2.9%) would generate $675 million annually, and the extrapolated WTP under the second scenario, with matching federal funds (based on a sales tax rate of 3.0%) would generate $1.4 billion. Keywords: willingness to pay, coral reef research, taxation, climate change, stakeholder, perceptions, Florida Reef, recreational fishing, anglers