Educational sociology--Florida

This study investigated the varied district student progression policies from 9th to
lOth grade and their effect on the district-level achievement of the high schools as
measured by six categories of FCA T achievement consistent with those that comprise
district grades during the 2005-2006 academic year. In Florida, the state assessment
policy and the resulting rewards and sanctions policy, known as the Florida A+ Plan, are
uniformly defined across districts while the state student progression policy simply
provides guidelines for districts to follow. This results in varied student progression
policies in the 67 school districts within the state.
A quantitative study of the district student progression policies for promotion
from 9th to lOth grade and student achievement, as measured by the Florida
Comprehensive Assessment Test (FCA T), was conducted to determine the effect of
varied student progression policies on district FCA T achievement. Five predictor variables, based upon promotion requirements from the 9th to 1Oth grade, - number of
credits, the type of credits, the availability of midyear promotion, additional requirements
to be met for midyear promotion, and minimum grade point average - the six FCA T
based criterion variables; and, two contextual variables - district socioeconomic status
(SES) and district size were used in the study.
Linear regression analysis was used to find that the inclusion of a minimum grade
point average had a significant inverse relationship with FCA T Reading Learning Gains.
Additionally, theSES of the district was found to significantly affect the relationship
between the midyear promotion of students and FCAT Reading proficiency; the type of
credits required for promotion and FCA T Math proficiency; and the minimum number of
credits required for promotion and both FCA T Math learning gains and FCA T Reading
learning gains of the lowest quartile of students.
The second order interaction of district size on the effect of SES on the
relationship between the predictor and criterion variables yielded significant moderating
effects of district size on the moderating effect of SES for the relationships between the
minimum number of credits required for promotion and both FCA T Math proficiency and
FCA T Math learning gains.

Who has power and control over education, one of the most treasured and significant values of American society? This study examines the presence of the elite power structure in higher education and how organizations are used as instruments of institutional power. The research questions consider the manner in which elites are involved in the policy process and governance, the reasons why elites are so involved in Florida's public higher education, and how elites convey and implement their priorities and values. An exploratory research approach examines the presence of Farazmand's (1994, 1999) concept of organizational elites by combining qualitative and quantitative methods of data collection. The findings support the research propositions. The reason for governance change builds on three factors throughout which power and control persist, a change in membership of the State Cabinet, the Governor's desire to be accountable for education policy, and a lack of confidence in the existing governance system. Trustees advocate for their university and education in general through alumni programs, fundraising, political affiliations, business and research partnerships, and other university and community college boards. Trustees are successful business people, savvy politicians, and well connected to state political leaders. They recognize their collective assets as influence with the Florida legislature, bringing financial order and accountability, and increasing funding and resources. The existence of organizational elites and their effect are seen in several areas: lack of knowledge of trustee meetings and decisions; limited communications, a perceived disconnect between faculty and trustees, a budget process perceived as not being transparent, and a level of decision making at which most staff members are not participants. This study suggests boards work to enhance and improve their communication, outreach, professionalism, and faculty relations. Trustees, elected officials and state leaders must work to resolve the power and organization of the Board of Governors.