CHAPTER THREE

PROCEDURES

Subjects of this study were students selected from one class at Loneman Day School on the basis of continuous enrollment. Those students who were selected were administered the CAT in the spring of each school year through the fifth grade. The SAT was administered beginning in the fourth grade and each year thereafter. In addition to these two achievement tests, the Otis- Lennon Test of Educational Ability was given beginning in the spring of the fourth grade. Data from the student files was then gathered and analyzed to determine growth or regression in the areas of reading, language, and mathematics. The scores for the basic battery of subtests were also analyzed to eliminate teacher bias for or against one subject. Gender bias was addressed by a separate analysis of girls' and boys' scores as well as an analysis of the group as a whole.

How each teacher presented the material to be taught these students was not controlled except by the teacher's preferred style of presentation. This style was determined by administering the TAI to each of the teachers involved. Each teaching style was then assessed against the values relating to children of the Sioux culture.

The independent t-test was used to compare:

1. the reading, language, and math scores of girls for each grade
2. the reading, language, and math scores of boys for each grade
3. the reading, language, and math scores for the class for each year
4. the basic test scores for girls, boys, and the class for each year.

The Pearson Product-Moment Correlation was used to compare:

1. the scores of the SAT and CAT for each discipline in 1989
2. the scores of the SAT and CAT for each discipline in 1990.

The results of the study are presented in the next chapter.

© 1997, Alvin Birkholz

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