ERIC Number: ED356539
Record Type: Non-Journal
Publication Date: 1993
Reference Count: N/A
Focus on Fundamentals: A Longitudinal Study of Students Attending a Fundamental School. ERS Relevant Research for School Decisions, Number 3.
Dickson, LouAnn S.; And Others
A longstanding debate in education pits advocates of liberal curricula against advocates of "back-to-basics," fundamental education. The study described in this publication examined the long term results of a fundamental elementary school that began operating in August 1978 with 347 students. During the 1989-90 school year, the first group of students to have completed all 6 years at the fundamental school graduated from high school. Subjects were selected from the fundamental school and two other district schools (C-1 and C-2) for comparisons on selected measures of student achievement and participation. A total of 420 students were included in the final sample: Fundamental had 70 students, C-1 had 192, and C-2 had 158. Results indicate that students who attended the fundamental school throughout their elementary school years: (1) scored higher than comparison school students on some subscales of standardized tests at grade 6, but not at either grade 9 or grade 11; (2) did not take more advanced-placement courses in high school than comparison school students; (3) did not achieve more academic honors in high school; (4) participated more in school activities and were found in leadership positions more often than were comparison school students; and (5) exhibited somewhat differing rates of dropout, withdrawal, or absenteeism than did comparison school students. (Contains 7 tables and 25 references.) (MLF)
Descriptors: Academic Achievement, Back to Basics, Comparative Analysis, Elementary Secondary Education, Interpersonal Relationship, Longitudinal Studies, Metacognition, Public Schools, Student Characteristics, Tables (Data), Traditional Schools
Educational Research Service, 2000 Clarendon Boulevard, Arlington, VA 22201 (Stock No. 165; $7 member, $14 nonmember).
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Educational Research Service, Arlington, VA.