Oklahoma A+ Schools: What the research tells us 2002-2007. Volume three, quantitative measures.
Barry, N. H. (2010). Oklahoma A+ Schools: What the research tells us 2002-2007. Volume three, quantitative measures. Oklahoma A+ Schools/University of Central Oklahoma.
Researchers conducted a five-year evaluation study of how the A+ arts integrated school reform strategies (developed in North Carolina) played out in Oklahoma’s growing network of A+ Schools. This volume is one of five describing the evaluation findings; it focuses on what the researchers learned through the quantitative analysis of survey data gathered from students, teachers, and professional development faculty. The study provides empirical evidence that Oklahoma’s A+ Schools (OAS) outperform their counterparts on academic performance.
Survey data analyses reveal:
- Higher achievement: OAS students’ performances on standardized tests generally meet or significantly exceed state and district averages, a striking finding considering that OAS schools serve a greater proportion of ethnic minorities and a greater proportion of economically-disadvantaged students.
- Better attendance for students and teachers.
- Decreased disciplinary problems in schools.
- Happier, more effective educators.
- Joyful, engaged students.
- More parent and community involvement.
- Creative, focused instruction.
- Positive student attitudes about their classroom activities. Positive teacher attitudes about art in education, arts integration, and teacher collaboration.
The researchers found that schools were functioning along a continuum of school change where teachers and administrators considered the model to be either “inform-minded” (viewing A+ as an add-on), “reform minded” (moderate engagement in process) or “transform-minded” (where there is a high engagement culture). The researchers found that the conditions for positive change to happen existed at all schools along the continuum.