Scoring Evolution and Creationism
| dc.contributor.author | Anderson, Scott | |
| dc.date.accessioned | 2012-03-29T12:31:06Z | |
| dc.date.available | 2012-03-29T12:31:06Z | |
| dc.date.issued | 2011-12 | |
| dc.department | Public Policy Studies | |
| dc.description.abstract | From 2002 to 2006, Cobb County, Georgia placed controversial stickers on high school biology textbooks which were critical of evolution. This study uses the differences-in-differences method to analyze what effects the sticker policy had on biology student test performance. Data collected from 2003 to 2010 suggest that the removal of the stickers in 2006 resulted in both a higher failure rate and a lower rate of pass plus scores in Cobb County schools. However, these results suggest that any effect the stickers had on student performance was minimal. This study concludes that students learn better when the material being learned relates to events outside of the classroom and are seen by students as controversial. | |
| dc.identifier.uri | ||
| dc.language.iso | en_US | |
| dc.subject | Creationism | |
| dc.subject | Evolution | |
| dc.subject | Cobb County | |
| dc.subject | Science Curriculum | |
| dc.title | Scoring Evolution and Creationism | |
| dc.type | Honors thesis |