Core Knowledge Curriculum: Five-Year Analysis of Implementation and Effects in Five Maryland Schools. Report No. 50

摘要

This is the final report from a five-year, matched-control study of five Maryland schools that began implementation of the Core Knowledge Sequence in the fall of 1994. This report provides both longitudinal implementation and outcome data. The data allow for a few guarded statements regarding the extent to which Core Knowledge (CK) can assist schools in improving student achievement as measured by multiple achievement tests. The data are more valuable for examining the contexts and conditions in which a particular reform can/cannot enjoy relatively full implementation.