The Effects of Core Knowledge on核心知识的影响.pdfVIP

The Effects of Core Knowledge on State Test Achievement in North Carolina Herbert J. Walberg1 Joseph Meyer2 April 2004 1 Emeritus Research Professor of Education and Psychology, University of Illinois and Distinguished Visiting Fellow, Stanford University Hoover Institution. 2 Vice President for Research, Metalytics, Lincoln, Illinois 1 I. Introduction Extensive statistical analyses were made of annual achievement progress on North Carolina’s Department of Public Instruction tests. The data included 1,592 students in six Core Knowledge schools and 533,919 students in more than 1,300 other schools. The analyses showed that Core Knowledge schools excelled the other schools in achievement progress in eight of ten comparisons of reading and mathematics in the five grade levels available for analysis. The present report adds the data for the other schools in North Carolina but employs the same sample of Core Knowledge schools and the same tests and demographic indicators as analyzed in the previous report. So that the present report can be read independently in the absence of the previous report, the information about the sample and tests are included in this report. II. Method of Research A. Sample The analyses make use of achievement test and demographic information about students in the Core Knowledge schools for the last two school years, 2001-2002, and 2002-2003, available from the North Carolina Department of Public Instruction.3 Of the eight Core Knowledge schools in the state, data are unavailable for two—one a private school that did