Measures of attitude, academic achievement, and social and personality variables were employed in a year-long evaluation of progress and outcomes of open education and traditional education groups. Data were analyzed by multivariate analysis of variance and discriminant function techniques, using means of teacher ratings as the "success"…

The adaptation of students from an open junior high school to a traditional high school is the focus of this article. Students' adjustment to the new school, their academic performance, and attitude toward school are discussed, and findings indicate that only in attitude did they differ from students from other junior high schools. (JD)

The problem of this study was whether there was greater improvement in cognitive abilities and affective behaviors of disadvantaged black students in an open education program as compared with a traditional education program. Two random samples were drawn from the sixth grade population of a middle school. Ninety students were selected from the…

Attempts to learn whether or not there are differences in both academic achievement and the assumption of responsibility for academic success or failure as a function of open versus traditional classroom experience at the end of the third academic year. Also assess the contribution of the sex of pupil to differences in the above variables.…

Results of three experiments indicated that school achievement is predicted by intelligence and academic time on-task in traditionally-structured schools and by intelligence and student commitment in open structured schools. Increasing the amount of teacher-directed time would increase achievement in traditional schools but decrease achievement in…

A study comparing Open University (OU) and conventional university (CU) student performance in economics shows OU students even with CU students in microeconomics and higher in macroeconomics. The research was controlled for both test-wiseness, previous experience, and representativeness of OU students. (MSE)

The academic success of students with previous open school experience who entered structured or traditional schools was impeded. (MM)

It would be kind to say that the U.S. Department of Education (ED) was dawdling in its analysis of the data on charter schools that were collected by the National Assessment of Educational Progress (NAEP). ED collected the data with the regular NAEP assessment in 2003 and placed the regular data on its website in the fall of 2003. The American…

Determines the intercorrelations among measures of intelligence, achievement, self-esteem, and anxiety among elementary pupils who were enrolled in two different styles of instruction: a traditional self-contained structure and an open school using the Westinghouse PLAN system of computer-backed individualized instruction. (Author/RC)

The self-concept of three groups of different age children attending traditional and open classrooms was assessed over a two-year period. Self-concept differences due to both age and classroom type were observed and are discussed. Certain implications of the results for elementary school counselors are pointed out. (SE)

Discusses arguements for, but basically against, both open space classrooms and open education. Reviews studies which reveal that students in a traditional setting and program demonstrate higher basic and creative skills and reveal less anxiety than do those in a nontraditional setting. (KC)