The Affective and Cognitive Consequences of an Open Education Elementary School

One hundred fifth grade children, enrolled in one of two suburban elementary schools (one traditionally organzed and the other with an open orientation), were used to compare various pupil outcome dimensions in two dif educational environments. Subjects used in this expost facto study were balanced with respect to several dimensions of socioeconomic status, ability, and previous achievement prior to assignment to one of the two groups. Differences in school environments were quantified using two instruments. After two and one half years, overall differences were found between the two on several achievement variables. No differences were noted with respect to three measures of personality and three measures of cognition.