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1
Research on Adventist Education
by Jerome Thayer, Andrews University
NAD K-12 Teachers’ ConventionNashville, Tennessee
August 7, 2006
2
Types of Studies• Student Outcomes
– Staying in the church• Dissertations
– Minder– Rice– Epperson
– Values• Major studies
– Valuegenesis - Hancock Center (I and II)– Avance (NAD and PR)
• Dissertation– Carlson
– Cognitive achievement• Dissertation
– Pawluk• Other studies
– CognitiveGenesis– Thayer (2 studies)
• Constituent Opinion– Thayer (4 studies)
3
Dissertation #1
• Warren Minder – 1985– No Adventist education: 51% stayed in the
church– All Adventist education: 98% stayed in the
church
4
Dissertation #2
• Robert Rice – 1990– 13 year longitudinal study– Public high school graduates: 37% stayed in
the church – SDA academy graduates: 77% stayed in the
church
5
Dissertation #3
• Jim Epperson – 1990– No Adventist education: 58% stayed in the
church – Some Adventist education: 79% stayed in the
church
6
Dissertation #4
• Steve Pawluk – 1992– ITBS & CogAT– No difference between students in multi-grade
classrooms and students in single-grade classrooms on ITBS after controlling for CogAT
7
Valuegenesis
• Data – 4 studies– Valuegenesis I – 1990– Avance (NAD) – 1994– Avance (Puerto Rico) – 1995– Valuegenesis II – 2000
• Variables– Dependent variables
• faith maturity, denominational loyalty– Independent variables:
• Church, home, school, personal characteristics
8
Dissertation #5
• Richard Carlson – 1996– Replication of the Valuegenesis study using
both students from Adventist academies and public high schools
– No difference between the two groups in faith maturity or denominational loyalty after controlling for home and church background
9
Personal Research Related to Adventist K-12 Schools
10
• Subjects– 7,768 students in grades 2-8– 1974-1977 ITBS/CogAT scores
• Reference– “Will My Child Suffer Scholastically in Church School: A Report of
Achievement in SDA Elementary Schools”. Adventist Review, 1978.
• Questions:– Level of achievement controlled for ability– Differences based on:
• Amount of SDA schooling• School size
Study #1: 1978
11
Results of 1978 Study
• Overall achievement – 1 month above national average
• The more years in Adventist schools, the higher the achievement– After controlling for ability, those with all SDA
schooling were 2 months ahead of those with no previous schooling
• Students in 1-2 teacher schools were 0.5-2.0 months ahead of those in 3+ teacher schools after controlling for ability
12
• Subjects– 20,515 students in grades 4, 6, 8, 10, and 12– 1989-1992 SDA Religion Achievement Test scores
• Reference– “What We Have Learned About Religious Education From the Religion
Achievement Test Results.” A Report Prepared for the North American Division Commission on Religious Education. 1992.
– Available at CIRCLE (http://circle.adventist.org)
• Questions:– Achievement on the desired cognitive outcomes of the SDA Bible/Religion
curriculum– Differences based on:
• Fundamental Belief classification• SDA school background• SDA home background
Study #2: 1992
13
Results of 1992 Study
• Good results– Overall good learning
• Equally high on understanding and application items as on knowledge items
– Good Home Effect• 13% average – 375 of 490 items with good home effect
– Good School Effect• 8% average – 328 or 490 items with good school effect
• Specific areas need improvement
14
Results of 1992 Study
• Areas for improvement– No change over the four years
• Tests results were not being used– Some Fundamental Beliefs were quite low– 33% of the items showed poor learning– 19 items had no school effect and a moderate to large
negative home effect– 10 items had a negative school effect and either a
negative or no positive home effect– Many items had a substantial number of students
(20-50%) with a common misconception
15
16
Misconception Example – Grade 8
What was the purpose of Ellen White’s inspired writings?
SDA Home SDA School
Low High Low High
4% 3% 3% 1% To show how other religions were wrong.
9% 3% 3% 1% To correct errors in the Bible
20% 21% 21% 23% To tell us about new doctrines not found in the Bible.
68% 73% 73% 75% To lead people to God.
17
• Subjects– 7,567 students in grades 3-8– 2004 ITBS scores + parent and teacher surveys– No CogAT in the Pilot Study
• Questions:– Level of achievement– Controlled for:
• Parent level of education• Family income
Study #3: 2005CognitiveGenesis Pilot Study
18
Overall Achievement
NCE means: 54.05 – 58.07 (50 = average)
19
Effect of Multi-grade Classrooms
No difference between students based on number of grades in the classroom:
1 grade/class
2 grades/class
3+ grades/class
after controlling for:
Parent level of education
Family income
SDA home background
Home language
20
Effect of Class Size
No difference between students based on class size:
1-3 students/grade
4-8 students/grade
9-15 students/grade
16-38 students/grade
21
Effect of Number of Years in SDA School
8th grade students: Yrs in an SDA school makes a big difference
22
• Subjects– 288 parents – Illinois Conference– Phone survey
• Questions:– Attitudes concerning Adventist schools– Specific issues related to the conference
Study #4: 2002
23
• Subjects– 280 parents – Wisconsin Conference– Phone survey
• Questions:– Attitudes concerning Adventist schools– Specific issues related to the conference
Study #5: 2004
24
• Subjects– 199 parents – Texas Conference
• Phone survey– 87 pastors – Texas Conference
• Questionnaire– 144 teachers and administrators – Texas Conference
• Questionnaire
• Questions:– Attitudes concerning Adventist schools– Specific issues related to the conference
Study #6: 2004
25
• Subjects– 540 parents – Southern New England Conference– Phone survey
• Questions:– Attitudes concerning Adventist schools– Specific issues related to the conference
Study #7: 2005
26
• Subjects– 3,801 students in grades 2-8– 1995-2004 ITBS/CogAT scores
• Research Design– Longitudinal (students matched from year to year)
• Questions:– Level of achievement controlled for ability– Differences based on:
• Amount of SDA schooling• School size• Class size
Study #8: 2006
27
Results by GradeComposite Score
28
One Year Change – Longitudinal (Same Students)
Mean Change = 1.66
1 2
time
54
55
56
57
58
Es
tim
ate
d M
arg
ina
l M
ea
ns
Grade4
5
6
7
8
Estimated Marginal Means of Composite-Lag 1 Year
29
Two Year Change – LongitudinalMean Change = 3.40
1 2
time
55
56
57
58
59
60
61
Es
tim
ate
d M
arg
ina
l M
ea
ns
Grade4
5
6
7
8
Estimated Marginal Means of Composite-Lag 2 Years
30
Three Year Change – LongitudinalMean Change = 4.08
1 2
time
56
58
60
62
Es
tim
ate
d M
arg
ina
l M
ea
ns
Grade5
6
7
8
Estimated Marginal Means of Composite-Lag 3 Years
31
Four Year Change – LongitudinalMean Change = 4.46
1 2
time
58
60
62
64
Es
tim
ate
d M
arg
ina
l M
ea
ns
Grade6
7
8
Estimated Marginal Means of Composite-Lag 4 Years
32
Five Year Change – LongitudinalMean Change = 6.80
1 2
time
58
60
62
64
66
68
Es
tim
ate
d M
arg
ina
l M
ea
ns
Grade7
8
Estimated Marginal Means of Composite-Lag 5 Years
33
Effect of School Size (Multi-grade) on One Year Change– All Grades
No Significant Difference
34
Effect of Class Size on One Year Change – All Grades
No Significant Difference
35
Effect of Beginning Achievement Level on One Year Change
1 2
time
20
30
40
50
60
70
80
Es
tim
ate
d M
arg
ina
l M
ea
ns
BeginningAchievementLevelPR1 to PR25
PR26 to PR50
PR51 to PR75
PR76 to PR99
Estimated Marginal Means of Composite
36
Effect of Beginning Achievement Level on Three Year Change
1 2
time
20
30
40
50
60
70
80
Es
tim
ate
d M
arg
ina
l M
ea
ns
BeginningAchievementLevelPR1 to PR25
PR26 to PR50
PR51 to PR75
PR76 to PR99
Estimated Marginal Means of Composite
Results for All SubtestsOne Year Change - All Grades
Paired Samples Test
2.597
2.098
2.456
1.628
2.469
2.970
2.049
2.458
.803
.859
1.013
1.149
2.195
1.500
.716
1.211
1.417
1.122
1.662
NCE_Reading_Vocabulary - Lag1NCE_Reading_VocabularyPair 1
NCE_Reading_Comprehension - Lag1NCE_Reading_ComprehensionPair 2
NCE_Reading_Total - Lag1NCE_Reading_TotalPair 3
NCE_Language_Spelling - Lag1NCE_Language_SpellingPair 4
NCE_Language_Capitalization - Lag1NCE_Language_CapitalizationPair 5
NCE_Language_Punctuation - Lag1NCE_Language_PunctuationPair 6
NCE_Language_Usage - Lag1NCE_Language_UsagePair 7
NCE_Language_Total - Lag1NCE_Language_TotalPair 8
NCE_Mathematics_Concepts - Lag1NCE_Mathematics_ConceptsPair 9
NCE_Mathematics_Problems - Lag1NCE_Mathematics_ProblemsPair 10
NCE_Mathematics_Computation - Lag1NCE_Mathematics_ComputationPair 11
NCE_Mathematics_Total - Lag1NCE_Mathematics_TotalPair 12
NCE_Core_Total - Lag1NCE_Core_TotalPair 13
NCE_Social_Studies - Lag1NCE_Social_StudiesPair 14
NCE_Science - Lag1NCE_SciencePair 15
NCE_Sources_of_Information_Maps - Lag1NCE_Sources_of_Information_MapsPair 16
NCE_Sources_of_Information_Reference_Materials - Lag1NCE_Sources_of_Information_Reference_MaterialsPair 17
NCE_Sources_of_Information_Total - Lag1NCE_Sources_of_Information_TotalPair 18
NCE_Composite - Lag1NCE_CompositePair 19
Mean
PairedDifferences
38
One Year Change: Composite
1 2
time
54
55
56
57
58
Es
tim
ate
d M
arg
ina
l M
ea
ns
Grade4
5
6
7
8
Estimated Marginal Means of Composite
39
One Year Change: Language-Total
1 2
time
50
52
54
56
Es
tim
ate
d M
arg
ina
l M
ea
ns
Grade4
5
6
7
8
Estimated Marginal Means of Language-Total
40
One Year Change: Sources of Information-Reference Materials
1 2
time
53
54
55
56
Es
tim
ate
d M
arg
ina
l M
ea
ns
Grade4
5
6
7
8
Estimated Marginal Means of Sources of Information-Reference Materials
411 2
time
40
42
44
46
48
50
Es
tim
ate
d M
arg
ina
l M
ea
ns
Grade4
5
6
7
8
Estimated Marginal Means of Mathematics-Computation
One Year Change: Mathematics Computation