A Rigorous Evaluation of the Relationship Between Physical Activity and Education Outcomes in Georgia's Elementary Schools (RWJF)
Overview
- Phase
- Not Applicable
- Intervention
- Not specified
- Conditions
- Physical Activity
- Sponsor
- Emory University
- Enrollment
- 4968
- Locations
- 1
- Primary Endpoint
- Change in the Georgia Milestones standardized test scores in math
- Status
- Completed
- Last Updated
- 5 years ago
Overview
Brief Summary
The study is a prospective study to examine the impact of a school-based physical activity intervention on fourth and fifth grade elementary students' academic achievement, as measured by standardized test scores.
Detailed Description
Serving more than 95% of US children ages 5-17, the school environment is a valuable setting to engage students in Physical Activity (PA) through the day, but is limited when physical education programs have insufficient curricular, time, financial and staffing allocations. A growing body of research supports the premise that interventions focused on increasing physical activity in schools may be more successful if supported by evidence that increased PA improves academic achievement, that is the clear priority for limited school time and resources. The purpose of this study is to examine the impact of a school-based physical activity intervention on fourth and fifth grade elementary students' academic achievement, as measured by standardized test scores. Baseline information about current physical activity practices will be collected. Schools will receive ongoing in-person and virtual training, and schools will be provided physical activity equipment, resources, and teaching aids. Student accelerometer data will allow for monitoring of physical activity levels. This study seeks to address gaps in the literature by studying the efficacy of a well-established intervention that has been shown to impact school physical activities practices, and shows promise of efficacy for improving student education outcomes.
Investigators
Julie A Gazmararian
Professor
Emory University
Eligibility Criteria
Inclusion Criteria
- •4th grade students from the elementary schools in the Gwinnett County district
Exclusion Criteria
- Not provided
Outcomes
Primary Outcomes
Change in the Georgia Milestones standardized test scores in math
Time Frame: Up to 2 years
The Georgia Milestones comprehensive summative assessment is administered annually in the spring for students in grades 3 to 8. The test was first used in Spring 2015 and is the best objective universal indicator of students' academic performance in Georgia. Georgia Milestones measures how well students have learned the knowledge and skills outlined in the state-adopted content standards in English language arts, mathematics, science, and social studies. The tests are scored with four achievement levels. Level 1: Beginning Learner, Level 2: Developing Learner, Level 3: Proficient Learner, and Level 4: Distinguished Learner. For grade 3 the scores for the different levels of math are 290-474, 475-524, 525-579, and 580-705; for grade 4, 270-474, 475-524, 525-584, and 580-715; for grade 5, 265-474, 475-524, 525-579, and 580-725, respectively. The scores from the 3rd grade (pre-intervention) are compared to scores at the end of 4th and 5th grades.
Change in the Georgia Milestones standardized test scores in reading
Time Frame: Up to 2 years
The Georgia Milestones comprehensive summative assessment is administered annually in the spring for students in grades 3 to 8. The test was first used in Spring 2015 and is the best objective universal indicator of students' academic performance in Georgia. Georgia Milestones measures how well students have learned the knowledge and skills outlined in the state-adopted content standards in English language arts, mathematics, science, and social studies.The tests are scored with 4 achievement levels. Level 1: Beginning Learner, Level 2: Developing Learner, Level 3: Proficient Learner, and Level 4: Distinguished Learner. For grade 3 the scores for the different levels for reading are 180-474, 475-524, 525-580, and 581-830; for grade 4, 210-474, 475-524, 525-573, and 574-775; for grade 5, 210-474, 475-524, 525-586, and 587-760, respectively. The scores from the 3rd grade assessment (pre-intervention) are compared to scores at the end of 4th and 5th grades.
Secondary Outcomes
- Change in the Lexile/reading level for language arts(Up to 2 years)
- Change in the class grades for reading(Up to 2 years)
- Change in the class grades for math(Up to 2 years)
- Number of Disciplinary Referrals(Up to 2 years)
- Number of days of absence(Up to 2 years)
- Number of days a student was tardy to the school(Up to 2 years)