CognitiveGenesis Academic Performance The Impact of Adventist Education on Academic Performance LaSierra University School of Education Dr. Elissa Kido, Dr. Robert Cruise Presented by Larry Blackmer, Associate Director of Education North American Division Office of Education

The AdventistAdvantage What is it?

Adventist Advantage ValueGenesis Next Step CognitiveGenesis www.larryblackmer.com

SchoolEnrollment Dropped 18%

ChurchMembership Grew by 17%

ResearchQuestion What impact does Adventist Education have on the academic performance of its students?

Speculation and uncertainty still lurks in the minds of parents MentalComponent Local efforts by conferences in the past have looked at some of the academic performance variables BUT . . . Speculation and uncertainty still lurks in the minds of parents

MentalComponent orAcademicPerformance They question the academic viability of Adventist Education because they lack empirical data demonstrating that Adventist Education successfully promotes students’ intellectual development.

Researching the Academic Strength of AdventistEducation It will produce one of two outcomes, either of which will be beneficial to Adventist education and ultimately to the church.

Two Possible Outcomes: Validate the success of Adventist Education in terms of students’ measurable academic performance And/Or Show areas that need improvement.

Benefits Of CognitiveGenesis Reliable data showing how Adventist Education (AE) compares to other private and public education Correlation with J2E Additional in-service and mentoring in standardized testing and the implementation of the results in the classroom Improved ability to market the positives of AE The ability to take the results and build on the areas we see as concerns Correlation and integration with ValueGenesis

Journey to Excellence Goal of J2E is school improvement J2E is the filter through which NAD evaluates everything in education 10 Preferred Practices One PP is Student Assessment CG would fit nicely in J2E www.journeytoexcellence.org

How will this study be different? Current (Up-to-date) Comprehensive (Population) Objective (Valid) Control variables to remove bias (Explore Causality)

Students non-Adventist Population DemographicComposition Adventist Students Adventist Schools Adventist Students non-Adventist Schools Non-Adventist Students non-Adventist Schools Non-Adventist Students Adventist Schools

Variables Measuring AcademicPerformance --Achievement Scores --SAT or ACT Scores --Percent Taking SAT Scores --Percent Going on to College --Percent graduating from College --Percent graduating from High School

ControlVariables Socio-Economic Status (SES) Prior Achievement Gender Race English as first language Years in Adventist Schools Cognitive Ability

Results from one conference

TotalAchievement (355 students)

PublicSchools (70 students)

AdventistSchools (44 students)

ITBS Comparison Public Adventist

Frequently Asked Questions? (FAQs)

How long will it take? 2005-06 Pilot Study 2006-07 First year of data collection 2007-08 Second year of data collection 2008-09 Third year of data collection 2009-10 Final Report Phase

Variables associated with achievement Prior achievement Minority status Educational level of the mother Father’s occupation Family Income Number of siblings Students in need of special services English is first language at home Custodial condition of parents Participation in music (band, choir)

How is this different from what we have done in the past with the ITBS/ITED? Some additional questions are being asked of the students, parents, and teachers

What kind of confidentially will be provided? Approval from our Internal Review Board has been given Parent surveys will go to third party for tabulation

Are there other questions you would like to ask?

Who are the other players in this research? Conferences Teachers, Parents, Students in Schools Unions NAD Other Colleges and Universities

“We have nothing to hide & everything to learn.” -- Kelly Bock, 2005