Utilization of a High Stakes High School Graduation Exam to Assess the Impact of Agricultural Education: A Measure of Curriculum Integration

Autor/inn/en	Nolin, Joshua Brock; Parr, Brian
Titel	Utilization of a High Stakes High School Graduation Exam to Assess the Impact of Agricultural Education: A Measure of Curriculum Integration
Quelle	In: Journal of Agricultural Education, 54 (2013) 3, S.41-53 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	High Stakes Tests; Exit Examinations; Agricultural Education; High School Students; Program Effectiveness; Academic Achievement; Correlation; Standardized Tests; High Schools; Regression (Statistics); Models; Predictor Variables; Alabama; Alabama High School Graduation Examination + Suchen Sie Ihr Suchwort? Final examination; Abschlussprüfung; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulleistung; Korrelation; Standadised tests; Standardisierter Test; Regression; Regressionsanalyse; Analogiemodell; Prädiktor
Abstract	Phipps, Osborne, Dyer, and Ball, (2008) posited that, "Agricultural education in secondary schools has played an important role in enhancing student achievement in the core subject areas…" (p. 4), while Enderlin and Osborne (1992) reported that agricultural students received higher test scores in biology than students in other science classes. However, further evaluation of this academic integration is warranted to determine which practices are most beneficial to students. This study sought to determine if there was a relationship between the number of agricultural education classes that students took and the subsequent outcomes on the Alabama High School Graduation Exam. To address the research question, binary logistic regression was employed. Results indicated that the model did predict the outcomes on the language and math portion of the exam while the model failed to predict outcomes on the social studies, biology, and reading portions of the exam. This study should be replicated using standardized tests in other states. Comparable data should be collected for students not enrolled in agriculture classes so that the groups mean scores could be compared. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/05