4x4 Findings - Table of Contents

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4x4 Findings	A Report on the Four-by-Four Curriculum Concept and Related Issues in Science Education, with an Emphasis on the Potential Impact on Bartlesville's High School Science Program
May 31, 1999 Last Revision: December 12, 1999	by Granger Meador, Bartlesville High School Science Building Coordinator

KEY FINDINGS < Start Here

BASIC QUESTIONS

What is 4x4?
What about block scheduling and 4x4?
Who is pushing 4x4?
What is 4-3-3-3?

CURRENT HIGH SCHOOL GRADUATION REQUIREMENTS

What percentage of schools have a 4-3-3-3 or higher requirement?
What about the ACT core curriculum?
What percentage of students face a 4x4 requirement?

SCIENCE COURSE-TAKING

What is the relationship between science course-taking and achievement?
How does our local science course-taking compare to the nation's?
How does U.S. science course-taking compare to that in other countries?

BARTLESVILLE'S SCIENCE DEPARTMENT

How well do Bartlesville students perform in science?
What courses do our students take?
What would be the impact of requiring three science credits?
What would be the impact of requiring four science credits?
What are the drawbacks of alternate schedules?

RESOURCE CONSTRAINTS

How do our per pupil expenditures compare?
Will we find enough qualified teachers?
Can we provide adequate facilities and equipment?
What does the future look like for Bartlesville schools?

Appendix A: Bartlesville's College-Bound Students

Appendix B: ACT Recommendations and Research

Appendix C: The Third International Math and Science Study

Appendix D: The National Assessments of Educational Progress

References

Any opinions expressed in this report are solely those of the author, and do not necessarily reflect the viewpoints of other Bartlesville teachers, administrators, or the Board of Education.