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ERIC Number: ED453553
Record Type: RIE
Publication Date: 2000
Pages: 56
Abstractor: N/A
Brain-Based Accelerated Learning Longitudinal Study Reveals Subsequent High Academic Achievement Gain for Low Achieving, Low Cognitive Skill Fourth Grade Students.
Erland, Jan Kuyper
Three earlier published reports (Erland, 1999c, 1999d, 1998) of a two school (Schools 1 & 2), 14 classroom, grades 4-8 study, reported large gains evidenced by the Brain-Based-Accelerated Learning (AL) application of The Bridge To Achievement (BTA). Eleven BTA/AL experimental groups were compared with two control groups from School 2 having an Alternate Media Activity (AMA), and a no-treatment comparison/control group from School 1. This report is a follow-up investigation of two of the original three fourth grade treatment classes of School 2. A majority of these students had low auditory memory. The report investigates the effect the subset of 17 low achieving cognitive deficit students had on the score performance of the entire class as an aggregate group. Further intra-analyses looked at these 17 low students and factored out the lowest from each group, classifying them as "outliers." These outliers greatly skewed the national ITBS scores by as much as 50%. These two classrooms were in the top five classes that had followed the executive criteria policy successfully, 68%-54%. The experimental classes hovered at, or were just above, norm level proficiency for three consecutive years pre- and posttest to the BTA/AL intervention. When these two classrooms were pooled posttest with the "star" high performing class against national norm expectations, 10 of the 13 ITBS subtests for one class, and 9 of the 13 primary ITBS subtests for the other, were statistically significant showing positive trending. Furthermore, removing the nine "outliers," revealed both classrooms were now above the norms, having made gains posttest. (Contains 43 references and 23 tables.) (RS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
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