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Cognitive Genesis

This study explores the impact of Adventist Education on academic performance, providing reliable data to validate its success and identify areas for improvement. It compares achievement scores, SAT/ACT scores, college enrollment rates, and other variables between Adventist and non-Adventist students.

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Cognitive Genesis

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  1. CognitiveGenesis The Impact of Adventist Education on Academic Performance La Sierra University, School of Education In partnership with North American Division, Office of Education Presented by Robert J. Cruise, Ph.D Elissa E. Kido, Ed.D.

  2. TheAdventist Advantage What is it?

  3. ValueGenesis PhysicalGenesis -------Next Step Adventist Advantage CognitiveGenesis

  4. SchoolEnrollmentDropped 18%

  5. ChurchMembershipGrew by 17%

  6. ResearchQuestion What impact does Adventist Education have on the academic performance of its students?

  7. MentalComponent Local efforts by conferences in the past have looked at some of the academic performance variables BUT . . . Speculation and uncertainty still lurks in the minds of parents

  8. Mental ComponentorAcademicPerformance They question the academic viability of Adventist Education because they lack empirical data demonstrating that Adventist Education successfully promotes students’ intellectual development.

  9. Researching the Academic Strength of Adventist Education It will produce one of two outcomes, either of which will be beneficial to Adventist education and ultimately to the church.

  10. TwoPossible Outcomes: Validate the success of Adventist Education in terms of students’ measurable academic performance And/Or Show areas that need improvement.

  11. Benefits Of CognitiveGenesis • Reliable data showing how Adventist Education (AE) compares to other private and public education • Correlation with J2E • Additional in-service and mentoring in standardized testing and the implementation of the results in the classroom • Improved ability to market the positives of AE • The ability to take the results and build on the areas we see as concerns • Correlation and integration with ValueGenesis

  12. Journey to Excellence • Goal of J2E is school improvement • J2E is the filter through which NAD evaluates everything in education • 10 Preferred Practices • One PP is Student Assessment • CG supports J2E www.journeytoexcellence.org

  13. How will this study be different? • Current (Up-to-date) • Comprehensive (Population) • Objective (Valid) • Control variables to remove bias (Explore Causality)

  14. Population DemographicComposition Adventist Students Adventist Schools Adventist Students non-Adventist Schools Non-Adventist Students non-Adventist Schools Non-Adventist Students Adventist Schools

  15. Variables Measuring Academic Performance --Achievement Scores --SAT or ACT Scores --Percent Taking SAT Scores --Percent Going on to College --Percent graduating from College --Percent graduating from High School

  16. Control Variables • Socio-Economic Status (SES) • Prior Achievement • Gender • Race • English as first language • Years in Adventist Schools • Cognitive Ability

  17. Results from one conference

  18. TotalAchievement(355 students)

  19. PublicSchools(70 students)

  20. AdventistSchools(44 students)

  21. ITBS Comparison Public Adventist

  22. Frequently Asked Questions? (FAQs)

  23. How long will it take? • 2005-06 Pilot Study • 2006-07 First year of data collection • 2007-08 Second year of data collection • 2008-09 Third year of data collection • 2009-10 Final Report Phase

  24. Variables associated with achievement • Prior achievement • Minority status • Educational level of the mother • Father’s occupation • Family Income • Number of siblings • Students in need of special services • English is first language at home • Custodial condition of parents • Participation in music (band, choir)

  25. How is this different from what we have done in the past with the ITBS/ITED? • Some additional questions are being asked of the students, parents, and teachers • We are suggesting that RaDARS be used by all unions • Although some unions are measuring cognitive ability, we plan on all unions across the NAD to include it as part of the CognitiveGenesis

  26. What kind of confidentially will be provided? • Approval from our Internal Review Board has been given • Parent surveys will go to third party for tabulation

  27. Are there other questions you would like to ask? Questions?

  28. Who are the other players in this research? • Conferences • Teachers, Parents, Students in Schools • Unions • NAD • Other Colleges and Universities

  29. “We have nothing to hide & everything to learn.” -- Kelly Bock, 2005

  30. CG Websites • www.cg.lasierra.edu • www.larryblackmer.com

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