| This study was designed to investigate the longitudinal effects of two kinds of school experience in grades one through eight, classified as either open space or traditional, upon high school performance.;This study then compared the three independent variables, year of graduation (1983, 1984 and 1985), type of school (open and traditional), and gender, with five dependent variables. These variables included the total score and sub-test scores from the Comprehensive Test of Basic Skills, class rank, the students' discipline score obtained from an analysis of student records, the amount of extra-curricular participation for each student, and college acceptance.;While significant differences were recorded for both gender and the year in which the sample was selected, the most significant findings in this study were found in the lack of differences between the two types of schooling. The only significant main effect was for college acceptance, where the open sample was significantly higher. Whether this was the end result of the open education system, or the result of parental enthusiasm from the area of the community surrounding the open schools in the district, is hard to determine. The researcher concludes that if there are any major differences between the two samples, that the differences were generally not among the variables selected for the study. Similar future research may investigate other relationships involving open education.;The study had two samples selected. One sample was drawn from students who attended one elementary school and one intermediate school, both of which were designed as open space schools to facilitate open education methods. The second sample was drawn from the remaining five elementary schools, and two intermediate schools in the district. One hundred and sixty-eight students comprised the open space sample, with the traditional sample consisting of one hundred sixty-four students. |
