RESEARCH HIGHLIGHTS

THE GUILFORD COUNTY STUDY (1998-2002)

To date, the most comprehensive research on Paideia has been conducted by the University of North Carolina Greensboro Center for Research and Evaluation. This four-year evaluation, completed in Spring 2002, evaluated Paideia implementation in Guilford County, NC. Over 75 schools participated in the study, offering researchers an opportunity for broad-based, long-term observation. In year-end reports, improvements in two major indicator areas were highlighted: Academic Achievement and Social Development.

"Paideia implementation does appear to be influencing scores on the NC End-of-Grade Tests" -2000 Report

"The achievement effects in schools committed to Paideia increased at a faster rate than the other schools." -1998 Report

"In addition to Paideia's impact on achievement, the effects we observed on several measureS of student affect are important to consider. In particular, the effects on interpersonal factors suggest that students in Paideia classrooms consistently experience less friction and alienation. Because of increased concern about school violence stemming from student alienation, this is a very important finding." -1999 Report

"Implementation of Paideia was associated with classes with reduced friction: where there is little fooling around, students are calm and not mean, and students feel safe…Fully implementing Paideia can reduce the negative effects of social comparison, especially for minority children. -1998 Report

CHICAGO STUDY 1995

The first longitudinal, qualitative study of the effects of the Paideia Program on individual children, conducted by Herman and Stringfield, reported:

"Teachers at all sites reported that students improved in critical thinking and in their abilities to express themselves clearly….successful Paideia implementation requires a committed staff, a well-trained coordinator, and consistent, multi-year administrative and district support."

GITHENS MIDDLE SCHOOL STUDY (1992-5)

Over a three-year period, all students at Githens Middle School in Durham, NC participated in weekly Paideia seminars. During this time, North Carolina began administering an end-of-grade writing test. Chesser, Gellatly, and Hale observed that Githens students scored significantly higher and improved at a higher rate than their peers, both in the district and the state, during the three year Paideia seminar program.

CHATTANOOGA STUDY (1994)

Wheelock reported from Paideia implementation in Chattanooga that "students of various skill levels learn to articulate their understanding of the texts they read as well as to listen respectfully and learn how each person draws meaning based on his or her readings and life experiences."