"In summary, Asheville (NC) Middle School showed a noticeable improvement in the percentage of students who passed the End of Grade (EOG) tests in both reading and mathematics from the year prior to implementation of Paideia (2001) and its first year (2002)." (Robinson, 2004)

STUDENT ACHIEVEMENT

“The children at Goldblatt, an overwhelming number of whom are economically disadvantaged, read and discuss pieces of literature and original historical documents rather than merely learning decoding skills from basal readers and being exposed to distilled textbook versions of history. They are learning to verbalize their ideas and to think about other people’s views. They are learning that intellectual arguments are healthy and stimulating.”
Nesselrodt, P. & Schaffer, E. (1993). Results from the first year of a nationwide, multi-method evaluation of innovative programs serving at-risk students: implementation of The Paideia Proposal. Atlanta, GA.: American Educational Research Association.

“High teacher expectations are rewarded with student academic success, as shown by recent ninth grade state proficiency test scores.”

2000-2001 Grade 9 Proficiency Test: Percent of Students Passing
Content Area	Webster	District	State
Citizenship	84.7	62.4	82.5
Mathematics	75.3	42.6	72.5
Reading	93.9	76.1	90.5
Writing	94.9	80.6	91.6
Science	78.4	60.2	78.1

Arambula-Greenfield, T. & Gohn, J. (2004). The Best Education for the Best is the Best Education for All. Middle School Journal, Vol. 35, No.5.

“Overall, approximately 83% of all students passed the End of Grade Reading Test in the year after Paideia was implemented, which was 6.8% more students than passed the test in 2001. This finding was consistent for male and female (+5.2 and +6.6 respectively) students and especially high for students who are Black (+16.0).”

“The biggest improvement, consistent with the 6th grade data, was with Black students where 9.3% more students passed the EOG in the first year of Paideia than did the previous year. Again, addressing one of the Paideia goals of reducing the achievement gap between Black and White students, there was a 10% change (+9.3 v. -1.5) between these two groups.”

"Consistent with grades 7 and 8, the gap between the percentage of successful achievement between Black and White students was reduced by more than 9%."

"In summary, Asheville (NC) Middle School showed a noticeable improvement in the percentage of students who passed the End of Grade (EOG) tests in both reading and mathematics from the year prior to implementation of Paideia (2001) and its first year (2002). With regard to reading, the improvement was consistent across all students and all three grades, with one of the more significant findings being that there was a large percentage increase of Black students passing the EOG reading test across all three grades at Asheville Middle. Concerning mathematics, there was a clear and positive impact from Paideia from the year prior to implementation to the end of the first year of the program. This trend was significant with 6th grade students and appeared to level off in 7th and 8th grade as the percentage of students that passed the EOG was slightly lower for each grade. Exceptions to this trend were for 7th grade females and 8th grade black students who saw an increase in percentage of students passing the EOG from 2002 to 2003. Finally, there was a clear and consistent decrease in the achievement percentage gap between Black and White students across both reading and math and all three grades with the exception of 7th grade math."

"The average increase of 8.5% of students performing at the satisfactory level in 2002 and 2003 is not only solid, but is moderately higher than Jefferson Parrish results of a 2.0% increase and the 3.5% increase at the state-wide level."

"In language arts, there was a solid and positive difference between the percentage of students at Indian Avenue and Brighton City that performed at proficiency or advanced, with several subgroups (i.e., males, Blacks, Hispanics, and Whites) having positive differences of more than 10%."

"Overall, 3rd graders at Park Lodge Elementary School performed better from 1999-2003 on ITBS Reading, Math, and the Reading/Math Composite than did their peers at Clover Park School District and statewide. A consistent finding was that Park Lodge, although beginning its trend with higher scores than Clover Park in 1999, expanded this difference by 2003, often by double-digit percentages. In addition, Park Lodge consistently began its trend below the statewide average in 1999 and “passed” the state by 2003. This trend was consistent across all three domains."

"In general, the review of a cross-section of student performance in the academic areas of reading, language, math, science, and social studies revealed a considerable and positive difference in the average national percentile score for students in grades 3-8 that attended CSAS as opposed to their grade-peers in other Hamilton County schools. The students at CSAS typically scored between 15-20 percentile points higher than Hamilton County students across grades 3-8. This noticeable difference was evident in all five subject areas for 2001."

Robinson, E. (2004) Evaluating the Impact of the Paideia Program on Standardized Student Achievement, Baylor University.

“Some of the most important outcomes of the [Paideia] seminar, such as improved articulation, higher-order thinking skills, and interpersonal skills, are not directly measurable by current standardized tests. At Githens in the early 1990’s, with few if any sustained, substantial variable beyond the institution of a school-wide Paideia seminar program, writing tests designed to measure quality of articulation and organization of ideas saw striking gains in student achievement over a three year period.”
Chesser, W., Gellatly, G., & Hale, M. (1997). Do Paideia seminars explain higher writing scores? Middle School Journal, 29(1), 40-44.

“Students in the Paideia program seemed to express and support their ideas better than comparison students, based on scored writing samples.”
Herman, R. & Stringfield, S. (1995). Ten promising programs for educating disadvantaged students: evidence of impact. San Francisco, CA: American Educational Research Association.