Volume 50 - Number 4 - 2009 | DOI: 10.5032/jae.2009.04014
Many authors have posited that agricultural education curriculum in middle schools may enhance student performance in science. To determine the effect that agricultural education curriculum has upon Georgia middle schools' student performance in science, this descriptive study compared science knowledge among middle school students in Georgia who were enrolled in schools with and without agricultural education programs. To quantify the science knowledge and skills of students, the researchers used the state's annual Criterion-Referenced Competency Test (CRCT) (science), mandatory for all students in middle schools. The scores of students in the 51 middle schools in the state with agricultural education programs were compared to the scores of students in 51 similar schools that did not have an agricultural education program. The percentage of students meeting or exceeding the standards in the CRCT test were consistently higher (and sometimes significantly higher) in schools with agricultural education programs over two consecutive school years. Although the researchers cannot conclude that the difference is due solely to the agricultural education programs, the results of this study open a myriad of opportunities for further research.
Keywords: Differences, Middle School, Student Achievement, Criterion-Referenced, Competency Test, CRCT, Science