Educational tests and measurements--Florida

The purpose of this study was to investigate whether children's attitudes toward
reading and their perceptions of themselves as readers impacted their academic
achievement. Additionally, the study investigated the effect oftime spent reading and
reading practice on student achievement. Finally, the research examined whether reading
attitudes and reading practice were moderated by gender or ethnicity.
Participants included 63 third-grade students in a Title I Elementary School.
Students were administered a questionnaire to collect evidence of their reading
preferences and their reading practices. In addition, students kept reading logs as a
measure of what they read and how often they read. The data collected were correlated to
students' reading achievement scale scores on the Florida Comprehensive Assessment
Test (FCAT).
The study concluded that in the overall study sample, there was a negative correlation for the reading practice item, talking about reading, and FCA T Scale Scores
and a positive correlation between the reading attitude item, how well do you think you
read, and FCA T Scale Scores.
In the examination of the moderation effect for gender, there was a positive
correlation for the reading attitude item reading is important and FCA T Scale Scores for
males. The examination of the moderation effect for ethnicity indicated a negative
correlation between talking about reading and FCAT Scale Scores for White students.

The purpose of this study was to establish an empirical link between transformational leadership and student achievement measured by the Florida Comprehensive Achievement Test. In addition, the relationship between transformational leadership and increased levels of teacher satisfaction, willingness to give extra effort, perceptions of principal effectiveness were examined. This study took place in 21 elementary inner-city schools of the Miami-Dade County Public Schools district. Two hundred ten personalized packets were delivered to the teachers of the selected schools. Two hundred and three answer sheets were returned to the researcher for a return rate of 97 percent. Data were collected from randomly selected teachers by voluntary completion of Bass and Avolio's Multifactor Leadership Questionnaire Form-5X (Short Form). The data were analyzed using Cronbach's alpha, Pearson correlation coefficients and multiple regression analysis. Transformational leadership was found to be linked to increased learning. In addition, transformational leadership was also related to increased teacher satisfaction, greater perception of principal effectiveness, and increased teacher willingness to give extra effort. Moreover, two ancillary questions were explored. These questions related to gender, and school size. The question on gender could not be analyzed in light of the overwhelming majority of female principals and lack of reliability of gender. School size was not related to transformational leadership. Based on the above findings, the following conclusions can be made with regard to transformational leadership and its impact on elementary education. First, transformational leadership does improve student achievement in inner-city elementary schools. Second, inner-city elementary teachers consider transformational principals superior to non-transformational principals. Third, elementary inner-city teachers demonstrate increased levels of satisfaction, willingness to give extra effort, and a high perception of principal effectiveness for transformational principals. The practical applications of the findings of this study and the implications drawn for further theoretical consideration and research are significant for future school improvement. This study adds to an important line of research. The information available today about transformational leadership and its impact on student achievement may help schools improve the lives of their students and the social and political future of our World.