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Research on Adventist Education by Jerome Thayer, Andrews University NAD K-12 Teachers’ Convention Nashville, Tennessee

Research on Adventist Education by Jerome Thayer, Andrews University NAD K-12 Teachers’ Convention Nashville, Tennessee August 7, 2006. Types of Studies. Student Outcomes Staying in the church Dissertations Minder Rice Epperson Values Major studies

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Research on Adventist Education by Jerome Thayer, Andrews University NAD K-12 Teachers’ Convention Nashville, Tennessee

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  1. Research on Adventist Educationby Jerome Thayer, Andrews UniversityNAD 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. Study #1: 1978 • 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

  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. Study #2: 1992 • 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

  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. Misconception Example – Grade 8 What was the purpose of Ellen White’s inspired writings?

  16. Study #3: 2005CognitiveGenesis Pilot Study • 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

  17. Overall Achievement NCE means: 54.05 – 58.07 (50 = average)

  18. 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

  19. 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

  20. Effect of Number of Years in SDA School 8th grade students: Yrs in an SDA school makes a big difference

  21. Study #4: 2002 • Subjects • 288 parents – Illinois Conference • Phone survey • Questions: • Attitudes concerning Adventist schools • Specific issues related to the conference

  22. Study #5: 2004 • Subjects • 280 parents – Wisconsin Conference • Phone survey • Questions: • Attitudes concerning Adventist schools • Specific issues related to the conference

  23. Study #6: 2004 • 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

  24. Study #7: 2005 • Subjects • 540 parents – Southern New England Conference • Phone survey • Questions: • Attitudes concerning Adventist schools • Specific issues related to the conference

  25. Study #8: 2006 • 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

  26. Results by GradeComposite Score

  27. One Year Change – Longitudinal (Same Students) Mean Change = 1.66

  28. Two Year Change – Longitudinal Mean Change = 3.40

  29. Three Year Change – Longitudinal Mean Change = 4.08

  30. Four Year Change – Longitudinal Mean Change = 4.46

  31. Five Year Change – Longitudinal Mean Change = 6.80

  32. Effect of School Size (Multi-grade) on One Year Change– All Grades No Significant Difference

  33. Effect of Class Size on One Year Change – All Grades No Significant Difference

  34. Effect of Beginning Achievement Level on One Year Change

  35. Effect of Beginning Achievement Level on Three Year Change

  36. Results for All SubtestsOne Year Change - All Grades

  37. One Year Change: Composite

  38. One Year Change: Language-Total

  39. One Year Change: Sources of Information-Reference Materials

  40. One Year Change: Mathematics Computation

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