Presentation on theme: "CognitiveGenesis Academic Performance"— Presentation transcript:
1 CognitiveGenesis Academic Performance The Impact of Adventist Education onAcademic PerformanceLaSierra University School of EducationDr. Elissa Kido, Dr. Robert CruisePresented byLarry Blackmer, Associate Director of EducationNorth American DivisionOffice of Education
6 ResearchQuestionWhat impact does Adventist Education have on the academic performance of its students?
7 Speculation and uncertainty still lurks in the minds of parents MentalComponentLocal efforts by conferences in the past have looked at some of the academic performance variablesBUT . . .Speculation and uncertainty still lurks in the minds of parents
8 MentalComponent orAcademicPerformance They question the academic viability of Adventist Education because they lack empirical data demonstrating that Adventist Education successfully promotes students’ intellectual development.
9 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.
10 Two Possible Outcomes: Validate the success of Adventist Education in terms of students’ measurable academic performanceAnd/OrShow areas that need improvement.
11 Benefits Of CognitiveGenesis Reliable data showing how Adventist Education (AE) compares to other private and public educationCorrelation with J2EAdditional in-service and mentoring in standardized testing and the implementation of the results in the classroomImproved ability to market the positives of AEThe ability to take the results and build on the areas we see as concernsCorrelation and integration with ValueGenesis
12 Journey to Excellence Goal of J2E is school improvement J2E is the filter through which NAD evaluates everything in education10 Preferred PracticesOne PP is Student AssessmentCG would fit nicely in J2E
13 How will this study be different? Current (Up-to-date)Comprehensive (Population)Objective (Valid)Control variables to remove bias (Explore Causality)
14 Students non-Adventist PopulationDemographicCompositionAdventistStudents AdventistSchoolsAdventistStudentsnon-AdventistSchoolsNon-AdventistStudents non-AdventistSchoolsNon-AdventistStudents AdventistSchools
15 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
16 ControlVariables Socio-Economic Status (SES) Prior Achievement Gender RaceEnglish as first languageYears in Adventist SchoolsCognitive Ability
23 How long will it take? 2005-06 Pilot Study First year of data collectionSecond year of data collectionThird year of data collectionFinal Report Phase
24 Variables associated with achievement Prior achievementMinority statusEducational level of the motherFather’s occupationFamily IncomeNumber of siblingsStudents in need of special servicesEnglish is first language at homeCustodial condition of parentsParticipation in music (band, choir)
25 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
26 What kind of confidentially will be provided? Approval from our Internal Review Board has been givenParent surveys will go to third party for tabulation
27 Are there other questions you would like to ask?
28 Who are the other players in this research? ConferencesTeachers, Parents, Students in SchoolsUnionsNADOther Colleges and Universities
29 “We have nothing to hide & everything to learn.” -- Kelly Bock, 2005