cognitive genesis the impact of adventist education on academic performance lasierra university...
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CognitiveGenesisThe Impact of Adventist
Education on Academic Performance
LaSierra University School of Education
Dr. Elissa Kido, Dr. Robert Cruise
Presented byLarry Blackmer, Associate
Director of Education
North American Division Office of Education
The AdventistAdvan
tage
What is it?
HarmoniousDevelopment
Physical
Mental
Spiritual
ValueGenesis
CognitiveGenesis
Next Step
Adventist Advantage
www.larryblackmer.com
Figure 1: Total School Enrollment (K-12), Pacific Union Conference 1991-2004.
15500
15750
16000
16250
16500
16750
17000
17250
17500
17750
18000
18250
18500
18750
19000
1991-92 1993-94 1995-96 1997-98 1999-00 2001-02 2003-04
School Year
Enro
llm
ent
SchoolEnrollment
Dropped 18%
ChurchMembership
Grew by 17%
Figure 2: Total Church Membership, Pacific Union Conference 1991-2003
183000
185000
187000
189000
191000
193000
195000
197000
199000
201000
203000
205000
207000
209000
211000
213000
1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003
Year
Mem
bers
hip
ResearchQuestion
What impact does Adventist Education have
on the academic performance of its
students?
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.
TwoPossible
Outcomes:Validate the success of Adventist Education in terms of students’ measurable academic performance
And/OrShow 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)
PopulationDemographicComposition
AdventistStudents
Adventist Schools
AdventistStudents non-Adventist
Schools
Non-AdventistStudents
Adventist Schools
Non-AdventistStudents non-Adventist
Schools
Variables Measuring AcademicPerform
ance--Achievement Scores--SAT or ACT Scores --Percent Taking SAT Scores--Percent Going on to College--Percent graduating from College--Percent graduating from High
School
ControlVariab
les• Socio-Economic Status (SES)
• Prior Achievement• Gender• Race• English as first language• Years in Adventist Schools• Cognitive Ability
Results from one conference
2003 HC ITBS/ITED Tests - Percentile Rank
Non-estimable means are not plotted
GRADE
Grade 10
Grade 9
Grade 8
Grade 7
Grade 6
Grade 5
Grade 4
Grade 3
Estim
ate
d M
arg
ina
l M
ea
ns
90
80
70
60
50
40
30
TYPE
always
mixed
public
total
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