The problem under study is that it is not known whether character education programs produce an increase in student achievement. This quantitative correlational study is the first to examine the relationship between Great Expectations and elementary student achievement using the Oklahoma Core Curriculum Test. The percentage of third, fourth, and fifth grade students in Oklahoma public elementary schools achieving a score of proficient or better on the OCCT in reading and math was collected and analyzed using correlation and analysis of variance (ANOVA). Key findings suggest that students at Great Expectations schools score higher on all grade and subject Oklahoma Core Curriculum Tests. Policy-makers and local school leadership should use the results of this study in their decision-making process about implementing the Great Expectations program.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 69/08, Dissertation Abstracts International|
|Subjects:||School administration, Academic guidance counseling, Educational psychology, Social studies education|
|Keywords:||Achievement, Character education, Elementary education, Elementary student, Great Expectations, Holistic character curriculum, Oklahoma Core Curriculum Test, Standardized testing|
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