An analysis of a sample of the learner verification and revision reports submitted to the Florida Department of Education in 1985–86

Proportional identification of students for gifted services in Florida school districts is an important goal. A multi-level model was used to analyze school district data from the Florida Department of Education from the 2011–2016 academic years. Results from the study indicate that the likelihood of identification of students varied by their socioeconomic status. Students who were Black were 59% more likely to be identified for gifted services if they participated in federal meal subsidy programs. However, the likelihood of identification for students who are Latinx or Native American decreased by 47% and 38%, respectively, when compared with peers who did not participate in federal meal subsidy programs.

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The Family Origin of the Math Gender Gap Is a White Affluent Phenomenon

AEA Papers and Proceedings ◽

10.1257/pandp.20211124 ◽

2021 ◽

Vol 111 ◽

pp. 179-183

Author(s):

Gaia Dossi ◽

David Figlio ◽

Paola Giuliano ◽

Paola Sapienza

Keyword(s):

Gender Gap ◽

Black Girls ◽

Department Of Education ◽

Birth Certificates ◽

White Families ◽

Gender Biases ◽

Florida Department ◽

The Family ◽

Using Data ◽

Gender Role Norms

Previous research has shown that norms around the role of women in society could help explain the gender gap in mathematics and that these norms could be transmitted within the family. Using data from the Florida Department of Education combined with birth certificates, we uncover important heterogeneity in the transmission of gender biases within the family. We find that gender role norms can explain the lower performance of girls in mathematics only in relatively affluent White families, whereas they do not apparently matter for the performance of Black girls.

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Increasing Student Engagement During Questioning Strategy Sessions

Mathematics Teacher ◽

10.5951/mt.77.6.0470 ◽

1984 ◽

Vol 77 (6) ◽

pp. 470

Author(s):

James S. Cangelosi

Keyword(s):

Student Engagement ◽

Secondary School ◽

Secondary School Students ◽

Department Of Education ◽

School Students ◽

Florida Department

An alarming proportion of secondary school students are unable to apply mathematical principles that they have memorized to the solutions of realistic problems (Florida Department of Education 1978).

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The Florida Performing Fine Arts Assessment Project

The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2 ◽

10.1093/oxfordhb/9780190248130.013.44 ◽

2019 ◽

pp. 122-142

Author(s):

Steven Kelly ◽

Beth Cummings ◽

Mary Grace Gordon

Keyword(s):

Classroom Environment ◽

Performing Arts ◽

Assessment Tool ◽

Fine Arts ◽

Race To The Top ◽

Department Of Education ◽

Florida Department ◽

Arts Teachers ◽

Written Test ◽

Arts Assessment

This chapter outlines the background, philosophy, and process associated with the “Race to the Top” Florida Performing Fine Arts Assessment Project. On August 24, 2010, the US Department of Education announced that Florida was a recipient of the federal Race to the Top Phase 2 competition. Through a competitive process, the Florida Department of Education awarded the Polk County Florida School Board a total of $5.7 million to develop a statewide assessment tool in the performing arts for the creation of a district-developed test item bank in seven hard-to-measure areas that included the performing arts. The project involved approximately 450 performing arts teachers, supervisors, administrators, and university faculty. Project leaders felt it was imperative to develop an assessment that reflected activities and experiences within a realistic performing fine arts classroom environment with two interrelated assessments: (1) a performing task, and (2) a written test.

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Project BRAIN: Working Together to Improve Educational Outcomes for Students With Traumatic Brain Injury

Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders ◽

10.1044/nnsld22.3.106 ◽

2012 ◽

Vol 22 (3) ◽

pp. 106-118 ◽

Cited By ~ 3

Author(s):

Paula Denslow ◽

Jean Doster ◽

Kristin King ◽

Jennifer Rayman

Keyword(s):

Traumatic Brain Injury ◽

At Risk ◽

Brain Injury ◽

Educational Outcomes ◽

School Personnel ◽

Department Of Education ◽

Health Providers ◽

Accurate Identification ◽

Transition Intervention ◽

Working Together

Children and youth who sustain traumatic brain injury (TBI) are at risk for being unidentified or misidentified and, even if appropriately identified, are at risk of encountering professionals who are ill-equipped to address their unique needs. A comparison of the number of people in Tennessee ages 3–21 years incurring brain injury compared to the number of students ages 3–21 years being categorized and served as TBI by the Department of Education (DOE) motivated us to create this program. Identified needs addressed by the program include the following: (a) accurate identification of students with TBI; (b) training of school personnel; (c) development of linkages and training of hospital personnel; and (d) hospital-school transition intervention. Funded by Health Services and Resources Administration (HRSA) grants with support from the Tennessee DOE, Project BRAIN focuses on improving educational outcomes for students with TBI through the provision of specialized group training and ongoing education for educators, families, and health professionals who support students with TBI. The program seeks to link families, hospitals, and community health providers with school professionals such as speech-language pathologists (SLPs) to identify and address the needs of students with brain injury.

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