CognitiveGenesisThe Impact of Adventist

Education on Academic Performance

LaSierra University School of Education

Dr. Elissa Kido, Dr. Robert Cruise

Presented byLarry Blackmer, Associate

Director of Education

North American Division Office of Education

The AdventistAdvan

tage

What is it?

HarmoniousDevelopment

Physical

Mental

Spiritual

ValueGenesis

CognitiveGenesis

Next Step

Adventist Advantage

www.larryblackmer.com

Figure 1: Total School Enrollment (K-12), Pacific Union Conference 1991-2004.

15500

15750

16000

16250

16500

16750

17000

17250

17500

17750

18000

18250

18500

18750

19000

1991-92 1993-94 1995-96 1997-98 1999-00 2001-02 2003-04

School Year

Enro

llm

ent

SchoolEnrollment

Dropped 18%

ChurchMembership

Grew by 17%

Figure 2: Total Church Membership, Pacific Union Conference 1991-2003

183000

185000

187000

189000

191000

193000

195000

197000

199000

201000

203000

205000

207000

209000

211000

213000

1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003

Year

Mem

bers

hip

ResearchQuestion

What impact does Adventist Education have

on the academic performance of its

students?

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

MentalComponent

orAcademicPerformance

They question the academic viability of Adventist Education

because they lack empirical data demonstrating that

Adventist Education successfully promotes students’

intellectual development.

Researching the Academic Strength of

AdventistEducation

It will produce one of two outcomes, either of which will

be beneficial to Adventist education and ultimately to

the church.

TwoPossible

Outcomes:Validate the success of Adventist Education in terms of students’ measurable academic performance

And/OrShow areas that need improvement.

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

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 would fit nicely in J2E

www.journeytoexcellence.org

How will this study be different?

• Current (Up-to-date)• Comprehensive (Population)• Objective (Valid)• Control variables to remove bias

(Explore Causality)

PopulationDemographicComposition

AdventistStudents

Adventist Schools

AdventistStudents non-Adventist

Schools

Non-AdventistStudents

Adventist Schools

Non-AdventistStudents non-Adventist

Schools

Variables Measuring AcademicPerform

ance--Achievement Scores--SAT or ACT Scores --Percent Taking SAT Scores--Percent Going on to College--Percent graduating from College--Percent graduating from High

School

ControlVariab

les• Socio-Economic Status (SES)

• Prior Achievement• Gender• Race• English as first language• Years in Adventist Schools• Cognitive Ability

Results from one conference

2003 HC ITBS/ITED Tests - Percentile Rank

Non-estimable means are not plotted

GRADE

Grade 10

Grade 9

Grade 8

Grade 7

Grade 6

Grade 5

Grade 4

Grade 3

Estim

ate

d M

arg

ina

l M

ea

ns

90

80

70

60

50

40

30

TYPE

always

mixed

public

total

TotalAchievement

(355 students)

PublicSchools (70 students)

AdventistSchools (44 students)

ITBS Comparison

Public

Adventist

Frequently Asked Questions?

(FAQs)

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

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)

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

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

Are there other questions you would like to ask?

Who are the other players in this research?

• Conferences– Teachers, Parents, Students in Schools

• Unions

• NAD

• Other Colleges and Universities

“ We have nothing to hide &

everything to learn.”

-- Kelly Bock, 2005