ERIC Number: ED446144
Record Type: Non-Journal
Publication Date: 2000
Reference Count: N/A
A Teacher's Perspective on What Students Know and Should Know about Common Knowledge.
Butterfield, Brian K.
The purpose of this study was to examines the relationship between students' core knowledge and their achievement in mathematics and reading on the Iowa Test of Basic Skills. The study was based on E. D. Hirsch's theory that having a strong foundation of core knowledge in one grade is necessary for growth and the understanding of new and more complex information in the upcoming grades. A student who does not have the core knowledge in one grade could struggle as he or she becomes more and more "informationally deprived" (D. Rogner, 1997). The study, which evaluated 38 sixth graders, did reveal correlations between the core knowledge and mathematics and reading achievement scores. The majority of the students in this sample seemed to have a low level of core knowledge for their grade. The question is asked if some problems, such as poor daily performance, low achievement scores, and discipline problems, can be related to students' having a low level of core knowledge. (Contains 2 scatterplots, 2 charts, 2 graphs, and 17 references.) (Author/SLD)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Iowa Tests of Basic Skills