A study examined the effectiveness of a reading and math basic skills pull-out program. Subjects, 60 students in first through sixth grades enrolled at an upper middle class, suburban school with small class sizes, were identified as having deficiencies in basic skills by their scores on the California Achievement Test (CAT). The basic skills…

This paper is a summary of the recent research on the Elementary School Economics (ESE) programs. The curricula were initiated by the Center in 1960 as a part of an experimental research project designed to answer the following: 1) can elementary school students comprehend, utilize, and retain basic economic concepts; and, 2) can a program in…

This paper reports research conducted with materials from the Anthropology Curriculum Project, which follows a substantive model, to answer the question: was pupil achievement in anthropology primarily a functon of the trained teacher, or a function of the materials used by any teacher in anthropology. A quasi-experimental design involving intact…

There is a growing awareness of the need to include economics as a subject in the elementary school curriculum. This research project directed by the Industrial Relations Center of The University of Chicago demonstrates that variable economic understanding in students occurs at each socioeconomic status (SES) level. Included in the study is an…

Initiated in November 1989, the Exploring 4-H program in Indiana is a child care program providing delivery models and a 21-topic curriculum for use in existing 4-H clubs, after-school day care programs, day camps, summer programs, and library programs in both school and non-school settings. To evaluate the program and the effect of the setting on…

This document briefly introduces and describes the administration of the Elementary School Economics (ESE) program, discusses program objectives, suggests ways to integrate ESE into social studies curriculum, and evaluates the program's effectiveness. In 1960 the Industrial Relations Center at the University of Chicago initiated the ESE program to…

The purpose of this study was to examine similarities and differences in how schools and school districts have successfully implemented the California mathematics and science curriculum frameworks. Implementation factors include: the use of cross-role teams and implementation plans; assistance; administrative commitment and pressure; program…

Culturally responsive programs incorporate the child's native language and cultural knowledge as part of the curriculum. In addition they consider the child's development in terms of relationships among self-concept, culture and achievement. While it has been established that self-concept and ability to achieve influence one another, the way in…