PERFORMANCE

Effects Of Comprehensive Education On Elementary School Student Performance On Standardized Exams



Table of Contents

Objective4

Data Analysis5

Descriptive statistics5

School 1 Data6

Table 16

Fig 17

Fig 27

Fig 38

Fig 48

Fig 59

Fig 69

Fig 710

Fig 810

School 2 Data10

Table 211

Fig 912

Fig 1012

Fig 1113

Fig 1213

Fig 1314

Fig 1414

Fig 1515

Fig 1615

Chi-Square16

Chi Square test for School 1 Data18

Table 318

Table 419

Table 519

Table 620

Value20

df20

Asymp. Sig. (2-sided)20

Table 720

Table 820

Table 921

Table 1021

Chi Square test for School 2 Data22

Table 1122

Table 1222

Table 1323

Table 1423

Table 1523

Table 1624

Table 1724

Table 1825

One way ANOVA25

One way ANOVA for School 1 Data27

Table 1927

Table 2027

Table 2128

Table 2229

Table 2329

Table 2430

Table 2531

Table 2631

One way ANOVA for School 2 Data32

Table 2732

Table 2833

Table 2933

Table 3034

Table 3135

Table 3235

Table 3336

Table 3437

Discussion and Conclusion37

References54

Chapter # 4 Data Analysis

Objective

The main objective of this study is to compare student performance on Criterion Reference Tests (CTR) in two rural Nevada elementary schools, one of which utilized a comprehensive educational curriculum (CEC) and the other used the current academic trend that addresses No Child Left Behind (NCLB) standards. Both North and South Elementary Schools participate in the Criterion Reference Test (CRT). This test is used to evaluate the progress of schools toward AYP. The test data involved 3rd and 5th grade students who participated in the CRT reading and mathematics testing program during the 2004-2007 school years.

This chapter will introduce the schools used in the study and provide information regarding the school demographics of the schools involved. Additionally, the curriculum models used by both schools will be described in detail pertaining to daily curriculum offered to students. Finally, the methodology of the research will be described and the format of the projects will become apparent.

This research may provide implications for student achievement using two different curricular approaches to education. The first approach is the NCLB core-curriculum model that promotes increased core curriculum allocated time while reducing time and opportunities for non-core curriculum. The second approach is the comprehensive educational curriculum (CEC) system in which students are provided with daily opportunities in non-core curriculum and core curricular focus and intensity is applied within the framework of the existing school day. Based on the findings of this research project, we may provide better information to administrators regarding curricular offering. This research then, may add to the dialogue relative to differing curricular approaches to meet the demands of NCLB. Furthermore, implications from this project could enable school administrators and local school boards curricular options which could include maintaining programs currently in existence instead of reducing or cutting current non-core curriculum levels to justify existences.

The scope of this study will examine the effects of comprehensive educational programs on elementary school student performance on standardized exams. This study will use mathematics and reading Criterion Reference Test (CRT) data from two rural Nevada elementary schools that are demographically similar, but that provided education programs fundamentally differently. One school provided a comprehensive education program, while the other a core focused curriculum.

Descriptive statistics

We use descriptive statistics to describe the main features of a collection of data in quantitative terms. Most statistics can be used either as a descriptive statistic, or in an inductive ...