The Relationship of Character Education Implementation and Academic Achievement in Elementary Schools
By Jacques S. Benninga, M. Berkowitz, Phyllis A. Kuehn. Journal of Research in Character Education, 2003
225 citations recorded by the source corpus.
Applications from the 681 elementary schools applying for the California Distinguished Schools Award in 2000 were randomly selected, evaluated, and scored for character education implementation. Results were correlated with both the SAT9 and API rankings over a four-year period from 1999-2002. Schools with higher total character education implementation tended to have higher academic scores on academic measures for the year prior to their application, the year of their application and the subsequent two years. Small but positive correlations were found between three specific character education indicators and the total character education score and higher scores on California’s API and the percentage of students scoring at or above the 50th percentile on the SAT9.
Subfields: Education, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/2d9202906dfab091d1082344271fa38e88cc2df5
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In Education
Citations in the corpus
- Character and Academics: What Good Schools Do (2006, methodology): “For the schools in our sample, we correlated the extent of their character education implementation with their API and SAT-9 scores — the academic scale and test used by California at that time.(9)”
- Quality teaching and values education: coalescing for effective learning (2008, background): “Similarly, several studies in the US focussed on character education and social and emotional learning, present evidence of a link between the quality teaching of values and student wellbeing, social development and academic attainment (Benninga et al., 2003, 2006; Zins et al., 2004).”