Abstract
Purpose. The purpose of this study was to (1) determine the impact of the Olivero Curriculum Alignment model on student achievement; (2) examine the relationship between the level of implementation of individual elements of the model before and after formal training and involvement in the process; (3) ascertain teacher and administrator perceptions about the value of the model and the relative importance of individual elements to the entire process; and (4) define differences between the control and experimental groups of students. Procedure. The study combined descriptive and quasi-experimental data collection and analyses. The population included students, teachers and administrators from twenty California schools who implemented the Olivero Curriculum Alignment Model during the 1985-86 school year. Teacher and administrator opinions were collected through pre and post-implementation assessment instruments and a questionnaire. Pre and post scores from norm-referenced tests were utilized and aggregated according to control and experimental groups. Statistical analysis of the data included related and independent t-Tests, Pearson Moment Correlation, and regression analysis. Selected findings. (1) The Olivero model and accompanying process were valued by teachers and administrators; (2) all of the ten elements of the model were rated as being important to the process; (3) all schools showed a greater level of implementation of each element of the model at the end of the 1985-86 school year than had been in place prior to formal involvement; (4) the Curriculum Alignment process made a significant positive difference in student achievement in grades three through six; and (5) no statistically significant difference was noted between the experimental and control groups with regard to test scores. Selected conclusions. (1) The Olivero Curriculum Alignment Model provides a viable process to facilitate school improvement and academic achievement; (2) the model should be implemented as a whole since all elements are important to the process; (3) student achievement, as evidenced by test data, can be improved through the Curriculum Alignment process; (4) through training and follow-up support, individual elements of the model can be installed and/or increased at a variety of K-12 school sites. Selected recommendations. (1) Conduct three to five year longitudinal studies on the impact of the Olivero model on student achievement; (2) study additional schools where the model has been implemented to increase sample size; (3) research organizational contexts and processes which might relate to the implementation of an innovation such as curriculum alignment.