Breakthrough Study Shows Online Use Increases Student Learning

Scholastic Network and the Internet Improve Research, Thinking and Communications Skills

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WASHINGTON, Oct. 16, 1996 -- A pioneering national study released today confirms for the first time that online communications can raise student achievement in the classroom. "The Role of Online Communications in Schools: A National Study," conducted by the Center for Applied Special Technology (CAST), a nationally recognized, independent research organization -- clearly demonstrates that students with online access perform better on key comprehension, communication and presentation skills.

The study, sponsored by the Council of the Great City Schools and Scholastic Network, the largest online subscription service for teachers and students in elementary and middle schools, is the first controlled study to isolate the impact of online use and measure its effect on student learning in the classroom. The study shows that students with access to Scholastic Network and the Internet excelled in finding, comprehending and evaluating information, and presenting information and ideas effectively. In the study, students with online access achieved significantly higher scores on measures of information management, communication and presentation skills than those who had no online access. The study compared the work of 500 students in fourth- and sixth-grade classes in seven urban school districts (Chicago, Dayton, Detroit, Memphis, Miami, Oakland, and Washington D.C.) -- half with online access to Scholastic Network and the Internet and half without.

"In addition to basic skills such as reading, writing and mathematics, it is critical that today's students also acquire the thinking, information management and problem-solving skills necessary for success in the real world," said Ruth Otte, executive vice president of Scholastic New Media, a division of Scholastic Inc. This study offers evidence that using Scholastic Network and the Internet helps students become independent, critical thinkers, able to find information, evaluate it and then effectively express their new knowledge and ideas in compelling ways."

The study results were announced at a briefing today at Murch Elementary School in Washington, D.C., where Reed Hundt, Chairman of the Federal Communications Commission, spoke to the importance of online access for all students.

FCC Chairman Hundt said, "The dawning of the information age represents an opportunity for equality that we have not enjoyed since Horace Mann first championed the idea of the free public school. In the true 21st-century classroom without walls, all children can travel as far as their thirst for knowledge will take them."

"This study dramatically illustrates the positive effects of online use on learning. Now we must ensure that all students benefit equally from this powerful educational medium," said Michael Casserly, executive director of the Council of the Great City Schools. "Our urban schools need up-to-date hardware, online access and the teacher training necessary to implement online communications successfully."

Goals of the Study

The study conducted by CAST is a landmark piece of research because it systematically investigates the effects of online use, as distinct from technology and curriculum reforms, on student learning. The goals of the study were: (1) to measure the impact of online use on student ability to perform real-world skills such as researching, analyzing and synthesizing information, and developing a point of view and effectively presenting it; (2) to gain insights into what it takes to effectively use online communications in school.

Research Design

The study included 500 students in 14 schools, comparing results in 14 experimental classes with online access and 14 control classes without access. Civil rights, a common interdisciplinary topic for schools, was selected as the instructional focus for the study. After working in small groups for two months, fourth- and sixth-grade students submitted projects created from their research and collaboration on civil rights issues. Students engaged in three major learning phases: communications (discussing civil rights issues with students, teachers, family members, neighbors, people in the community), research (using a variety of media to explore and synthesize information from multiple sources) and creation of the final portfolio projects. A student research project was chosen as a final product for the study because it is typically part of the curriculum in both fourth and sixth grades, and it provides the material for performance assessment.

The unit was designed to be implemented by teachers in both experimental and control groups in their existing classrooms. Teachers in the control groups employed traditional methods (including multimedia resources and computer software) while teachers in the experimental group added online resources and activities. In both groups, the emphasis was on integrated learning and helping students to see connections among people, their actions and the real world.

How Student Work Was Evaluated

• Effectiveness of synthesizing different points of view
• Presentation of a full picture (e.g., who, what, when, where, why, and how)
• Effectiveness of presenting of ideas and information (e.g., interesting, informative, creative)
• Effectiveness of stating an issue
• Completeness of assignment
• Demonstration of insight into the topic
• Accuracy of information
• Taking initiative to demonstrate "best work" (e.g., well planned, neat, showing initiative)
• Organization of ideas and information

Independent evaluators, experienced school teachers trained in assessment methods, scored the projects. The evaluators had no prior knowledge of either the study or any of the participating schools, and had no investment in the results other than a fair scoring of the projects.

The Results

Overall, students with online access to Scholastic Network and the Internet produced "better" projects than students without access. Their projects scored higher in all nine learning criteria, and those higher scores were statistically significant for five of the nine learning measures. In particular, students with online access demonstrated greater ability to effectively bring together different points of view, present a full picture (who, what, when, where, why, how), effectively present their work, effectively state a civil rights issue and produce a complete project.

The phone interviews with teachers also provide rich evidence of greater learning for students with online access. These teachers reported that during the study their students found information more quickly, drew resources from a larger number sources in a wider variety of formats and dealt with information in ways that made the material more relevant to their lives. Teachers felt that e-mail and message boards helped their students learn from other students, teachers and the community-at-large.

Online Use Improved Student Learning

* Difference is statistically significant

"This study goes beyond the simple popularity factor of the Internet," said Sari Follansbee, director of curriculum at CAST. "We discovered that online access translates into actual learning."

The study results also offered insights into what it takes to effectively use online communications in schools. In addition to support at the school to insure that new technologies such as online access are actually working, teachers need training to help them use this technology. Even more important, online use must be integrated into the curriculum, and teachers need ongoing support in integrating its use into their classroom teaching.

About CAST

CAST, the Center for Applied Special Technology, is a nationally recognized, independent educational research and development organization based in Peabody, Mass. CAST has been identified by The New York Times as one of the key organizations reshaping American education.

About the Council of the Great City Schools

The Council of the Great City Schools, a membership organization comprised of 49 large inner city public school districts across the country, is dedicated to the improvement of urban education. Through legislation, research, public advocacy and special projects, the Council brings the challenges of urban schools and students to the attention of Congress and the media, spotlighting the importance of quality education for all citizens.

About Scholastic Network and Scholastic Inc.

Scholastic Network was launched three years ago by Scholastic New Media, a division of Scholastic Inc. The Network delivers a wealth of resources to elementary and middle schools that tie directly to the school curriculum and create exciting new ways for teachers to motivate and educate students. It contains over 400 classroom projects and activities that include curriculum- rich original programming, interactive projects with scientists, authors and newsmakers, educational games and activities for teacher support. It also features an exclusive Internet Guide that directs teachers to the best and most appropriate sites on the Internet for classrooms. It is a subscription service available on the Internet and through America Online. Scholastic Network is a recipient of the prestigious Parent's Choice Approval Award.

For 75 years, Scholastic (Nasdaq-NNM: SCHL) has been committed to creating quality educational materials for students and teachers. The company is one of the leading publishers and distributors of children's books, classroom and professional magazines, and other educational products. Scholastic also publishes educational software and produces children's and family-oriented video and television programming. The company's international operations include Canada, Australia, New Zealand, the United Kingdom, France and Mexico.

CONTACT: David Blumenthal, Alexander Communications, 404-897-2300, fax, 404-897-2311; or Henry Duvall, Director of Communications, Council of the Great City Schools, 202-393-2427